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Both in and after practice the use of Brookfields reflective model would be beneficial for both self-reflection and developing practice.

By seeing things in the eyes of oneself as well as the learners and colleagues informed by educational literature. Allows all to develop and improve continuously.

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In Practice - the use of Kolb's reflection model would work well.

With the issue of personality/behaviour management, research authors to ask experienced teachers for guidance in this subject and apply them to class

Such as pairing mixed personality students together or changing classroom layout for greater engagement.

If unsuccessful, ask yourself why and change for the next lesson/don't be afraid to try something else new

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Schön’s (1991) Reflection in action/Reflection on action provides an additional element by making a distinction between reflection during the event and reflection after the event.

Reflection in action as it happens-
- the experience itself
- thinking about it during the event
- deciding how to act at the time
-acting immediately

Reflection on action -
- reflection on something that has happened
- what you would do differently if it happened again
- new information gained and/or theoretical perspectives studied that inform experience and help process feelings and actions

It may be helpful to take account of this distinction during your own reflective practice.

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Gibbs - this model relies more on the 'feelings' of the person after their experience.

ask yourself how you feel overall and what you thought went well and what did not go well.

from here, figure out a different approach to turn the negatives into a positive for next time

lastly, unlike the other models it is suggested to have a written action plan to follow to improve on your last experience

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Brookfields Reflective Models

“The critically reflective process happens when teachers discover and examine their assumptions by viewing their practice through four distinct, though interconnecting lenses’ (Brookfield, 2005 p xiii).

Lens of their own autobiography as teachers and learners

Lens of students' eyes

Lens of colleagues experiences

Lens of educational literature

This is based on the assumption that if teachers are more reflective then they are better placed to make reliable judgments about approaches to teaching practice, evaluation, curriculum planning and purposeful responses to learners’ issues.

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Kolb - looks at applying theories of how people learn to develop an understanding of their experiences

1 - noting anything unusual or different about your experience

2 - ask why this has happened

3 - take this new knowledge and apply it to the next lesson

4 - repeat

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LibGuides: Reflective Practice Toolkit: Models of reflection

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LibGuides: Reflective Practice Toolkit: Models of reflection