As Ramadhan piety and contemplation surround us, it is opportune to also focus on another important sphere where reflection is equally important. Education today has changed in multiple ways and without reflecting on teacher and learner roles, the process will remain fossilised in the past.
The Open University, UK, defines reflection as “the act of thinking constructively about your own professional practice, with a view to improving it wherever possible”. Of course, reflection applies to students and learners as much as it does to teachers, but that is a different context.
It is normal for experienced teachers to think that they can teach in traditional ways which have worked for years in their career. But the famous educationist John Dewey observed that experience alone does not lead to effective teaching. In fact, it is the thoughtful consideration of experience that creates meaning. This idea remains central in modern education.
Reflection in a classroom, from an instructor’s point of view, is paramount as no two classes are ever the same. This is even more relevant in the rapidly changing world today, when the profile of young learners is changing right in front of us. From being visual learners, some students are focusing on audio material, making the shift from picture to sound necessary. Of course, shorter attention spans also mean that students need additional or different stimulation in terms of learning and retention.
A reflective teacher should ideally ask whether the objectives of a lesson align with the activities in which students engaged. In fact, were the students engaged in the first place? It is also important to evaluate how that learning could be tested.
Such questions help instructors to refine their methods and respond to students’ needs. Reflection supports professional growth by turning everyday classroom experiences into meaningful insights.
There are three important steps towards reflecting about a classroom experience from a teacher’s perspective. These include observing strategies which work or fail. This leads to planning how to modify teaching practices in light of such reflection. Lastly, implementing these new strategies in a given timeline would be crucial. Not all new strategies may work, and this would require reflection again.
Journaling, official documentation, informal meetings to share ideas, and conversations involving students are all good ways of engaging in reflection as a continuous and summative process.
Education is a process of learning by sharing knowledge and experiences. There is no one right way of imparting information, just as there is no one ideal class or learning method. Reflection aids teachers to engage in a continuing conversation with themselves and with other stakeholders, to keep the learning process engaging for all.
In a real sense, reflection transforms education from just being a cycle of mechanical tasks into a journey of understanding, for both students and teachers. It helps teachers self-evaluate their craft and remain open and responsive to change. By making reflection a regular and valued practice, education can remain thoughtful, purposeful and engaging.
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