Reflective Practices & Feedback
Teaching is not a one-time act — it is an ongoing cycle of doing, reflecting, and improving. Reflective teachers grow continuously; they don't just repeat the same lesson year after year.
A. What is Reflective Teaching?
Definition & Origin
Reflective teaching is the practice of a teacher critically thinking about their own teaching — examining what went well, what did not, why it happened, and what to do differently next time. It transforms experience into genuine learning and drives continuous professional growth.
| Theorist | Contribution |
|---|---|
| John Dewey | Father of Reflective Practice. Argued that experience alone does not teach — it must be reflected upon to become learning. Introduced the idea of thoughtful, purposeful inquiry into practice. |
| Donald Schon | Introduced two key reflection models: Reflection-in-Action (thinking while teaching) and Reflection-on-Action (thinking after teaching). His 1983 book "The Reflective Practitioner" is foundational. |
⚡ MCQ Tip
John Dewey = Father of Reflective Practice. Donald Schon = Reflection-in-Action vs. Reflection-on-Action. Know which is which — this is a frequent MCQ pair.
B. Schon's Two Reflection Models
In-Action vs. On-Action
Reflection-in-Action
Thinking during teaching
The teacher notices something is not working while the lesson is happening and adjusts in real time. It is spontaneous, on-the-spot decision-making.
Example: A teacher explains a concept, notices students look confused, and immediately switches to a simpler analogy without stopping the lesson.
Example: A teacher explains a concept, notices students look confused, and immediately switches to a simpler analogy without stopping the lesson.
Reflection-on-Action
Thinking after teaching
The teacher looks back at a completed lesson and analyses what happened — what worked, what failed, and what to change next time. It is deliberate, structured reflection.
Example: After the lesson, the teacher writes in their journal: "Students struggled with topic X — I'll use a diagram next time."
Example: After the lesson, the teacher writes in their journal: "Students struggled with topic X — I'll use a diagram next time."
| Feature | Reflection-in-Action | Reflection-on-Action |
|---|---|---|
| Timing | During the lesson | After the lesson |
| Nature | Spontaneous, adaptive | Deliberate, analytical |
| Response | Immediate adjustment | Future lesson improvement |
| Recorded? | Usually not | Often written (journal, notes) |
⚡ MCQ Tip
In-Action = during (spontaneous, real-time adjustment). On-Action = after (deliberate analysis for future improvement). The "in" vs "on" distinction is the most tested fact in this topic.
C. Tools for Reflective Practice
How Teachers Reflect
Reflective Journal
Teacher writes daily or weekly entries about what happened in lessons — feelings, problems, what worked, what to change.
Peer Observation
A colleague observes the lesson and provides structured feedback from an external perspective.
Video Recording
The teacher records their own lesson and watches it back — catching habits, pace, and communication patterns they would otherwise miss.
Student Feedback
Students rate or comment on the lesson — provides direct insight into what the teacher cannot observe from the front of the room.
Teaching Portfolio
A collection of lesson plans, student work, feedback, and reflections over time — documents growth and development as a teacher.
Action Research
A teacher investigates a specific classroom problem, tries a solution, evaluates results, and refines — a cycle of inquiry within practice.
D. Feedback
What is Feedback & What Makes it Effective?
Feedback is information given to a learner (or a teacher) about their performance — with the purpose of helping them improve. Feedback is not the same as a grade or score; it is a message about how to do better. Research consistently shows that quality feedback is one of the most powerful factors in student learning.
✅ Specific
Points to exact strengths or areas of improvement — not vague ("Good job!") but precise ("Your paragraph structure was clear, but your conclusion needs a summary sentence").
⏱️ Timely
Given soon after the performance while it is still fresh. Delayed feedback loses its impact — students can't connect it to what they actually did.
🔧 Constructive
Focuses on improvement, not blame. The goal is to help the student grow — not to judge or embarrass them.
🎯 Actionable
Tells the student what to do differently — not just what was wrong. Actionable feedback gives clear next steps.
⚖️ Balanced
Includes both positive points and areas to improve. Purely negative feedback discourages; purely positive feedback misleads.
🎓 Learner-focused
Directed at the work, not the person. "This paragraph needs more evidence" rather than "You're a weak writer."
Types of Feedback
Formative Feedback → given during learning (to improve)
Summative Feedback → given after learning (to evaluate)
Peer feedback and self-assessment are also valuable forms — they build metacognition
⚡ MCQ Tip
Effective feedback is Specific, Timely, Constructive, Actionable, and Balanced. Dewey = father of reflective practice. Schon = in-action (during) / on-action (after). Feedback ≠ a grade — it is guidance for improvement.
Quick MCQ Revision
| Fact | Detail |
|---|---|
| Father of Reflective Practice | John Dewey |
| Reflection models author | Donald Schon |
| Reflection-in-Action | During teaching — spontaneous real-time adjustment |
| Reflection-on-Action | After teaching — deliberate analysis for future improvement |
| Reflective journal | Teacher writes about lessons regularly — what worked, what didn't |
| Peer observation | Colleague observes and gives feedback |
| Video recording | Teacher watches own lesson to identify unseen habits |
| Effective feedback is | Specific, Timely, Constructive, Actionable, Balanced |
| Feedback ≠ | A grade or score — it is guidance for improvement |