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This is a very very interesting activity! I'll certainly do it and I will propose it to my collegues!

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In my class I worked a new learning by doing and from real experiences and multimedia products.

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Cyprus
Today I had an Art lesson with the 1st grade (6-7 years old). The goal was to see different kinds of Easter Eggs and to create two different Easter eggs each student. The one was a pencil drawing and the other an oil crayon drawing. The lesson went really well. If I do it again, I will ask them to prepare a 3D egg in some point or bring a real boiled egg and paint on it, so they can take it home and be happier. It is nice to draw on paper, but sometimes students enjoy more to draw on real things or on 3D objects.

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In one recent class I implemented a new learning scenario which went very well. I was happy to see the students engaged, thoughtful and taking initiative. Although I was a bit skeptical at first, I see that I will be adopting this scenario in the following classes as well.

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Jeane de Fatima, Rio de Janeiro - Brasil 

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What we find around us what we can change
These questions are motivating and we can do it through simple games, showing that we are in an expanding universe and that we are here to take care of our planet, our community and our school friends

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In my school we develop a lot of project for wich all teacher must collaborate togheter and with students to produce a real final product.

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I always try to discuss how my teaching is progressing with my students at the end of the year. I do not have the time to do it for every lesson but I do try to gather the responses I get from my students every year. Their responses help me to improve a lot. There are many things that were mentioned to me that helped me and I believe there will be more to come since education is an always changing environment.

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I have a colleague and we invite each other into our classrooms and give each other feedback on our lesson plans and what happens in the classroom.

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According to me it's better for students if teachers work in team. They really can do the best.

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Every semester we see how other colleague teaches by assisting to a lesson and then discuss it. We learn a lot from eachother.

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In Romania, we have regional teachers' meetings once a semester.Here all the teachers having the same speciality gather and one teacher has a demo lesson or the organizing school has a workshop.Some demo lessons are useful and we learn from our colleagues experience .They share good resources, methods etc.

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I believe that a teacher couldn't work very well if his colleagues are not involved in a clear vision of school and teaching and they won't to partecipate to being a valid team. If you are in a school where cooperate it's natural, you can enriched yourself and each other and you can find innovative solutions for your teaching. Unfortunately I met some school where the teachers seems to be some "monads" worried only to find a personal success in students competition or doing projects. I won't to be pessimistic: in fact I'm trying to interest the collegues more brilliants or younger.

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For a long time I have been writing notes after every lessons about what could had been improved, especially when I noticed that motivation in students was lower. So every weekend I shared my considerations with a colleague of mine to reflect together on the work done. I find fundamental reconsidering the planning after every lesson, so that you can understand what didn’t work out and to find a good way to work.

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her I would like to share something I came across few years ago  while working on links between nature and humankind.
Be inspired by this text:
" The experiential learning model unique to our program does not end with students’ experience in the nature activities of the group classes. It extends into the exploration of inner nature as students experience being free to follow attractions and self-organize into work groups; to offer their skills and talents to benefit the organization and advance the science". This text came from  http://projectnatureconnect.org/overview-the-program-pathway/ which offer a great variety of possibilities on learning through experience focussed on mother nature through out "the web of life imperative" developing Natural systems thinking process that will lead you to increase your environmentally sound personal growth and social justice. Just learning through experience..

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A long life learning is absolutely necessary and I agree with what Alessandro from Italy has written in this padlet.

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I do this automatically, during and after every lesson. In one of my last lessons, I observed that students became frustrated by an activity i asked them to engage in, and I realized it wasn't part of the syllabus, so I immdediately changed this to "not obligatory" activity. Students refused to take part and there was no problem. I sometimes reflect on my teaching skills by having students presente a lecture and observe it, while I reflect on what I'm doing differently or what are the things that I should "steal" from my student's presentation and adopt it in my own teaching. reflection never stops...

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I usually reflect on My Lessons. In this I improve My personal skills and competenze to work Will with My students

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I usually reflect on My Lessons. In this I improve My personal skills and competenze to work Will with My students

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Here's an example of my collaborative work with young learners - old & new games. Children like them a lot so they can inspire them for successful learning & excellent projects. Enjoy our experience! :)

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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I  often reflect on my teaching because I woul like transfer the beauty of my subject and utility in the society also that   the growth for my students.
In my lessons , I try to involve my students through dialogue and the exchange of ideas. My students must “play” with  computer and different softwares.

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Until last year, I had never focused deeply on reflection on teaching practice, nor in detail on the need to document it. In the past year, having had to prepare for competence audits, program actions of peer to peer, designing and documenting academic activities, I often had to stop and think, to revise and redirect my practice. This thoughtful approach helped me to understand and improve, to think about things that the daily routine, often leads us to believe discounted. It was definitely an opportunity for professional growth and helped me to evaluate myself and to value my work. Today I often stop to reflect and confront what is produced, because I consider it necessary to take action at its best.
So I will continue to take care of the update that I consider essential for a good job, with the hope that the personal curiosity is supported by training seminars.

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I always reflect on my teaching and get happy or sad according to the feedback I get. Sad, usually when I'm not adequately prepared or lack a plan B when it is badly needed. This happens mainlyl when technology betrays me and my lesson plan involves digital activities ,a video or anything that relates to the internet. Happy when my students enjoy our lesson and do not rush out of the classroom when the bell rings.

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Assessing our own activities, strategies in a lesson on a short term (Unit) or a long run (At the end of each term) is a part of my teaching experience among my colleagues and in my Department.
Even sometimes, from class to class, where I have the same lesson plan , if something is not going well, a quick reflection on what can be changed to improve my lesson plan is done .
Self reflection is always present in my daily teaching experience.

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I sometimes write down the feedback of a successful lesson or its par, or try to analyze what went wrong. But I really like attending my colleagues' lessons, I like learning from them and I do. I also offer my students to try explaining something to their classmates from time to time. They sometimes even do it better than me. And, of course, teaching others, you learn yourself.

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Mod.4.5

I USUALLY TAKE NOTES OF MY WORK FOR A REFLECTIVE LOG ,I FIND THAT IT IS USEFUL TO KEEP IN MIND

ALL OF THE MANY AREAS AND GET CONSTRUCTIVE FEEDBACKS THAT HELP TO ACHIEVE GOALS

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In my opinion, I think that working with the colleagues can be very innovative. In fact last year I have tried a cooperative learning with my colleague of fourth class. The work was organized from three or four groups and in each group there were four or five pupils. They have worked on storytelling and this project finished with a book where the pupils have written some new novels and completed some activities about the reading books. It was very interesting!

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I understand the importance of doing metacognition when I fill out the application form for eTwinning Quality Label.
It represents a great opportunity for reviewing and reflecting on what has been done and how, that means choices, strategies and... of course mistakes.
In my opinion the documentation should be integrated in the learning process and be done with the help of the students

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I agree with the views expressed by many colleagues in this Padlet, particularly from Paola (Italy). I have always tried several chances to confront and work with other colleagues, even in European contexts, thanks to Leonardo Life Long Learning Program for teachers and AFS Intercultural Exchanges, for instance. I believe that in life you never stop learning! Not all colleagues are willing to cooperate, but where this is possible, we are enriched each other and together we can find innovative solutions for our teaching.

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Last year I introduced the flipped classroom method in my teaching. It was a challenge because I should improve my ICT know-how and I should re-think what to do, how do it. Moreover I should re-design my lesson framework.
It was a great experience. My classroom was enthusiastic. Almost  all students actively contribute to the activities.
In the end I din't change completely the way I teach, but I learnt a useful teaching method to be used in certain situation.
I acquire more experience, and mixing all the things I learned through the time, I fell to became a better teacher.

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As a very unexperienced teacher I strongly believe that long life learning is absolutely necessary. We, as teachers and learners at the same time, always learn something new, something that at times is disrupting and all that is fine.
I like this course because I realized that many of us are using the same tools, similar strategies to make lessons more attractive to students.
As for the importance of learning by doing, it's crucial to offer our students the chance to learn by putting into action what they're learning as young entrepreneurs who learn by doing and probably reflect on their actions.

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Every 3 school years, we have an 'appraisal conversation' with our Headteacher, based on our 'reflective log'. One part of this log/conversation is about the results of the 'Evaluation questionnaire of the teacher', completed by our students. In the beginning, this questionnaire was developed by the management team and we used the same questionnaire in all our classes. Nowadays, we can ask our students to devise the questionnaire themselves. That way the teacher and the management team gets to know the 'job description of an ideal teacher' according to the students.

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I reflected on a lesson that I tell my students not long ago, showing the course materials and asking questions to make them think, setting examples of real situations in which they had to descend and the concepts were better assimilated. Always important to be able to bring down the student in a real situation from which it can analyze the problem.

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I completely agree with what Alessandro from Italy has written in this padlet: I have been teaching for almost 20 years and I am proud and happy to say that I am still a learner. Life long learning is a necessity too. Since I chose to be a "digital class" teacher (no competence and not even "passion" for technologies of any kinds) I believe I have learnt  so much about what my job is! I have had to question the very essence of my teaching approach. Working with my colleagues in this "digital classes" project has opened their classroom doors and, sharing and reflecting on the difficulties, problems and successes of each us has benefited us all and is having a tremendously positive fall out effect on all of us. It seems that we are still at the beginning, every challenge opens up oppurtunities that were not known before. And the group is no longer a restricted one (we used to call us "the digital sect"), more and more colleagues are joining, contributing with new problems and opportunities (we now have a whatspp group "the digital crew").
Participating to MOOCs like this one has also proved very useful because of the idea of learning logs, which I am not constant in keeping but that have become precious moments of reflections I cannot do without in times in which so many things and activities happen in every school year.

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I have never kept a log of my lessons but I do reflect a lot about them when I'm at home and always find things to improve. I must admit, I am often satisfied with what I do and how I do it. Learning from your own experience is really important.

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I think that a reflective log can be a very good idea. Normally I reflect on what went right and wrong and take some notes accordingly, but it is a pity that sometimes you cannot find the time to write a complete reflective log. After the experience with the learning diary, I think Padlet could be a nice (and easy) tool for a reflective log. It will be my new challenge from now on.

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Somebody wrote here in Padlet that it is interesting to see lessons log from few years ago and I will have to agree. I have my lessons logs few generations ago and seeing them from time to time it can help me to see how I have grown as a teacher.

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I do not keep reflective log from my lesson. I also found it a good idea and I will try it. Usually I adjust the lesson depend of the students everytime. Often, in schools which were crowded, I was co-teaching with a colleague in the classroom and learned a lot, in both parts, in specialty and in didactic.

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I've kept many logs of my lessons during my teaching career because I changed three grades of school ( infant, primary, lower school)and I can say it's cool when I see again what I've done before in my reports or logs...but I can share an activity I did in Primary school about 9 years ago, the title was: "My first blog" and I published how my students did pancakes with photos, ingredients and procedure. I used Blogger to create my first digital work....

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I've never made a reflective log, but I think it's a good idea.

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Last year, during a peer-to-peer presentation at school, I spoke in a class about Romeo and Juliet. At first, I didn't choose that work, because until then I had found it a bit too sugary and far from students' mentality.  But then ,during my presentation, something queer happened: declaiming  about the moment Juliet stabs herself to death, thinking Romeo dead, I felt a great pity for those very young lovers, wrecked by their families' hate. Looking at the class, I saw students very attentive and I deeply felt Shakespeare's greatness. Or it was catharsis?

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I do a daily reflection about the activities in my class, I think of what could be done differently and what can I change in my practice. I have never built a log with my daily reflections but I guess I will start doing it from now on.

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A reflective log helps me to do my work in the best way. I usually have a reflection about my teaching throught a simple mind map. It helps me to transfer my lessons to my pupils in a clear way and is a documented way to reach the several goals! For exemple I see my students very motivated when I suggest them to make a simple mind map in classroom about the performanced work so I think that this production is important for everyone.

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This is a very very interesting activity! I'll certainly do it and I will propose it to my collegues!

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I always reflect about my job and I always change my strategies for teaching and learning. Every year new generations are so different that it is a demanding effort to identify what is really the matters Pupils concern. Many lessons are successful due to I use ICT tools in my lab activities that are not familiar to pupils. Curiosity I try to keep on my pupils, and in a certain way, this let me to learn also

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Everyday I reflect on my work and activities. I usually write my lesson on a "Portfolio" and for each lesson i write that i did o could I do better, in this way i have some activities'  mark , so i can improve my teaching. For example the last year i was successful when i realized my students weren't careful and motivated; rereading my log i knew must change something.

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A reflective log is very important, especially at the beginning of one's teaching career. it helps you to improve your teaching. Although I have been working for 18 years so far, I use reflective log, not every day but from time to time.

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I have never built a log with reflections on my classes, however, since I have been learning how to make my teaching practice more collaborative and more directed towards 21st century competency acquisition, I decided to build a Padlet where I register all the Web 2.0 tools that I get  to know and try, what is its usefulness and what is my personal opinion about its use. And it works!

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I Always think about my lessons because I'd like to better and improve them. Last week for istance i aked them about some subject they should learn. As usual I wrote down my assessments and asked the Others to judge their peers. It generally works because they manege self-assessment well.

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Focus:

Mathematics lesson – Pictographs.

As I planned this lesson, my main aim was to involve the students in their learning in order to help them discover the concepts themselves and learn through discovery learning (Bruner, 1960).

In the introduction, I first showed the students a bowl full of cubes and asked them to predict the number of cubes. In the development I introduced the legend (key) of the pictograph. Then, I modeled the process of recognizing pictographs (Bandura, 1986). I did this by using manipultives. I counted cubes and deciphered them into pictographs. After that I invited different students to come in front of the class and do this by themselves in order to discover the value of different types of pictograph results. As a practice activity I introduced an interactive whiteboard activity showing a problem solving situation.  As a conclusion I invited the children to construct a pictograph within their groups in order to represent their dice throws.

When reflecting about this lesson I realized that the planning for this lesson was well structured. However I realized that the beginning of the development was slightly problematic. I am referring to the point when I introduced the legend (key) of the pictograph. I assumed that there was some prior knowledge of graphs and therefore I did not brainstorm about this particular concept. However when reflecting about this, I questioned myself: ‘did I challenge my pupils in a practical way in order to predict prior knowledge?”  I then realized that a better way for introducing the key was to have a practical representation with blocks, giving a key for practical bar graph building. In this manner a teacher can elicit the key and assess the students’ prior knowledge effectively.

On the other hand I felt that the rest of the development was very well set and lead to the desired outcomes (rehearsing the use of a pictograph to represent data .Constructing and interpreting pictographs where the symbol represents several units). There was active participation by all the students both in the ‘manipualtives’ activity and in the ‘interactive white board’ activity. The questions set got the pupils to put on their ‘thinking cap’ in order to follow logic and to solve the problems presented (De Bono, 1985).

However, I also feel that I should exercise different questioning techniques to get proper feedback from each pupil.  I must question myself “ If certain student answer correctly, does that reflect the understanding of the whole class? Should I rephrase the question in order to speculate about the process?” Certainly, I realized that my questioning techniques will be more effective if I ask other students whether they agree or not with their peers in order to make all the pupils in the class question the process of the mathematical concepts presented (Pollard, 2002).

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When I run an eTwinning project, we always use to make a reflective log about the activities and the project itself.
it is important to observe and analyze our successes and all the things we need to improve.

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I used to write down some thoughts/reflection on studying development during my university years when I prepared my exams. Was it a schedule, a diary or a sort of log? Maybe all of the three together... I organised my studies  by steps and wrote down the activities undertaken and  my personal achievements (what I had learned) and compared it with my objectives. I will propose the reflective log activity to my students. Let’s see who accepts to reflect on their learning process!

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I made a lesson and  choosed some videos and the students had to be interactives by answering some questions about the videos they watched.  The students were very interested and discussed  and tried to find alternative ways to cope  problems proposed .

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I regularly write log from my lessons at the end of the lesson plan. I have noticed that my students enjoy lessons with role play from real life situations such as at the restaurant(customer ordering food and drinks from waiter), or at the doctors and in this way develop English speaking skills. Students bring realia (plates, containers from food and drink, clothes for waiter or doctors) which makes the situation even more realistic. So, I try to implement whenever possible role playing during my classes.

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I've never made a reflective log, but I think it's a good idea. We can't remember everything, so it would be good to keep a jurnal with my reflections upon my lessons. I noticed many things in my activity and I've learned from them.

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I noticed that my students like practical lessons and no lessons toretice.

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I have tried this activity last year during my "training and testing year", then I didn't find enough time. I'll try.

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On that special day, I introduced the concept of language origin to my 9th grade class. I had already briefly explained about the origins of the English language and in this lesson I reinforced the notion of language borrowing and explained about words of Latin and Greek origin.
Then I handed out to them a small text that dealt with the issue and asked them to work in pairs.
They were really involved in the activity and very impressed to learn how many words of Latin and Greek origin are mingled in this Germanic language. I think what made it work was their curiosity in relation to the topic.

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Reflective teaching
When you plan an activity you should always consider a moment of reflection after the conclusion of it. It is fundamental for professional growth asking what has gone well and what bad.
I've never made a reflective log, but I think it is a good idea, because it is impossible to remember all. We also teach our students that writing our reflections/impressions is at the basis of further learning

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Learning through experience-the best way...

Teaching has given me the opportunity to be a person willing to learn from others and I understand the importance and potential of sharing and collaboration, only in this way you can have a professional growth.

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" what do you prefer? A test or a thematic project work!?" You can imagine what the majority has chosen: project work. In my second school, the answer was comppletely deifferent: " a test , of course! It takes just one hour and we finish!"
This is an example in order to think about the students way of thinking and their not existing engagement! Finally, I decided to respect their choice butI am happier when my students present their works and we discuss about the positive and negative points! Amazing!

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The last 2 years I collaborate with students from the local University, mentring them. While they teach, I have the chance to observe them and reflect on my teaching, thinking what I could do to be innovative or what to improve.

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If there is a thing I always keep on learning it's about details, the importance of details. In everything I do I always find some details that could have been better and I always try to fix those the time after.

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I believe in Life Long Learning, so I consider myself a student, a teacher who has always something to learn, both from colleagues both from the students! Teaching has given me the opportunity to be a person willing to learn from others and I understand the importance and potential of sharing and collaboration, only in this way you can have a professional growth. In these years I have learned a lot from my colleagues teaching and also from my students who have allowed me to apply knowledge / skills in teaching every day.

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I am a teacher upgrading, always in coexistence with colleagues. Often I look at the working methods used by colleagues and this opportunity allows me to reflect on my methods. Sometimes I understand that there is something in what I do that's not good and try to improve, correcting me and learning from their own and other

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I always try to keep a log of my lesson in order to reflect upon my actions both failures and success. It helps me to improve both my lesson and my relationship with students. This way I can have a tracement of the teaching-learning process: I can improve teaching input through students’ output. My lessons success often comes from motivation: when students are curious and motivated the lesson is successful. On the contrary when I am not able to communicate them the right inspiration it isn’t. So tracing a reflective log I am aware that everything depends on the sense of creativity and curiosity I am able to transmit them. That’s why I completely agree that keeping a reflective log of our actions is very helpful not only at school but in life in general.

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I think the reflective teaching is natural process. Perhaps it’s difficult to recorde and keep a detailed log of that. The last year I made that because it was my first year as teacher and I was forced by the obligations of trial year. I remember it was very hard and labourious but of course very interesting. I have not been doing this year but I’m going to restart.

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Everyday I try to reflect on my plan/ lesson/ the way I propose activity.
If I look back reflecting on it, there is always something to improve.
In Italian we say "Gli studenti come sono le spugne" Students are like sponges. They feel your feelings, i.g If I am nervous they will be nervous, expecially because my students are so young. Since September I have been teaching in first grade and this is my first time. Thanks to this experience, I improved a lot myself. I changed my teaching approch because their needs are different. Infact when I am free I am going to observe others. I think it is important to observe others because we can learn a lot from others, but at the same time we should be observed.

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improve lessons, reflect your own lessons.

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I enjoy learning new ways to teach and this helps me to reflect on my teaching. Having a daughter 5 years ago has also helped me put myself into students shoes. The plenary time at the end of my lesson and and all the questions I ask during the lesson will let me know whether my lesson was successful or not. Assessment for learning is great for both teacher and learner. It keeps us on track and help up make changes before it is too late.

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001 - Assessment For Learning Toolkit - Australian Version

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I share my experience with 6th graders who had prepare a presentation of a celebrity, either known in our own country or worldwide. We had spoken about some celebrities a week ago and the students had a wekk to preapre themselves. They could work either alone or with groups of max 3 students. Most of the presentations were really cool and even I had a lot to learn from celebrities who are popular among youngsters. I think the most important point about lessons from both teacher`s and student`s side is to be well prepared. I know that I made it very clear how to make a presentation and the opportunities to represent it (poster or ppt). 80 % of students performed very well. The students who didn´t do it so well were just not so well prepapred. Some of them had searched for the information during the breaks at the same day when presentation was made. So, everything goes well if teachers give clear instructions and time and students really know whay they are doing this task and it is interesting for them.

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I always reflect about my teaching as I teach to  students with various disabilities and that make me think and diversify activities each single day.
I usually get inspired from the teaching of few of my colleagues, who had meaningful and different backgrounds and experiences. I live as a failure when one of my student can't achieve his/her goals, maybe because my expectations were too high for him/her. That's why one of my teacher at the University of Venice used to say:  Fly low, but fly every day.

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When working on eTwinning projects I am  used to keep a sort of log because it help us plan and carry out activities. Even when the activities are successfully completed there is always something that can be made in a better way and keeping track of them is very helpful for this reason, too.

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As teachers we use many similar tools without even realizing that we do use them.
Every time we come home we think about the lessons, trying to find out what worked and what didn't.
Lesson planning takes a huge amount of our time, yet good lesson planning should be done  in order to achieve good results.
Concetta Italy

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I made a lesson on bullying and cyberbulling, we read and discussed different passages.I told them about "MABASTA" MovimentoAntiBullismoAnimatodaSTudentiAdolescenti.It was a very ineresting and succesfull lesson

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I think the teacher’s personality is the most critical factor in successful lessons. If you show warmth, empathy, sensitivity, enthusiasm, and humour, and you're passionate about what you're teaching, your attitude will influence your students. It is also important to realize that not every student learns in the same way. Incorporating different learning styles will let each student have the ability to learn in a way that comes most natural to them.

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As lots of teachers I also reflect e Rey day on my lessons and at any time of the day. Last week a couple of hours were particulary successful: students should create a own stories starting from some studied. Why? They could be free to imagine and to work in group with a computer at hand...they could just follow their inclination ma he'd with school subjects.

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The main reason why I am not satisfied with my lesson in form 5 today is that I did not prepare for it properly yesterday. It means, I did not thought about the organization of the lesson, timing ant variety of activities. I thought that it would be the same as a year ago, with the former form 5. But classes are different, so the lessons can not be the same.

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I am teacher in a Minority primary school in Greece the last 10 years. I always teach the first and second grade in the same school. So, I have managed to write down some methods (usually 2-3 different ones) for each lesson. It depends on the amount and the quality of the students that come to first grade each year, but I found out that these different methods work both for me and the students.

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It is very common to reflect on my teaching practice. In my classes I also promote a moment in which students reflect on their work and learning. An exercise resolution class can be prepared with group work. The students go together solving the exercises and explaining to the colleagues who have more difficulties.Then one element from each group rotates, changing groups, sharing and discussing their responses.It turns out.

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Every time I go out of a classroom unsatisfied, with. a sense of having wasted my time, I first tell myself: "My students weren't good enough today"; but soon after I tell myself: " wasn't interesting enough today".
And from this last point I start and try to be better the next time.

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Today we will have team work. The topic: Stock market.The students will have their roles (seller, buyer, broker, stock market officer,...). The only knowledge they have untill today is about shares (concept and types), and from movies. "I have shares and I want to sell them" is the begiging. To be continued...

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As eTwinner, I'm used to document and keep track of my job and to reflect about what went well and what went wrong.
Especially in my eTwinning projects, I'm used to take pictures of students, to write down on the pages the steps and the results of our job and to ask the comments of the students and colleagues for each activity. It is like having a bigger classroom, with no walls and (more important) you are not alone and you can have an immediate feedback and help by partners... ;)

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I'm an eTwinner teacher so my lessons are organized in a wonderful way. My lessons are successful and it works really well. My   classroom have not walls, I work in Europe with european students and european teachers.  No frontiers in this big community of learners and teachers.
https://www.etwinning.net/it/pub/index.htm?qlid=26

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working with my kids on etwinning peoject is a big succes with all tools that  they want to learn and exercise. They improve their english and this is making me very very happy.I amtechnical teacher but I have showed them the importance to learn a foreign language  to make them to be understood and to be able ro collaborate and comunicate with the "'outside""( country) world .
A big succes for me !.

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I'm carrying out an E-CLIL Project in cooperation with other schools...we created a virtual classroom to share our experiences and our digital works...it's a possible way to reflect on our teaching/learning pathways.

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Bojana from Macedonia has provided an impressive list of questions that could be used to fruition for a reflective log. Certainly job shadowing is a good means to get some feedback about one's teaching practice. It summons us to reconsider our teaching methods, to step out of our personal comfort zone to unlearn certain 'habits'. Also Emma Giurlani from Italy points out the importance of outside stimulation from European colleagues. Likewise doing MOOCs and learning events is a good and pro-active means to constantly reflect critically one's own performance in class.
If I consider my teaching practice today I could say that I succeeded in letting the big pupils take ownership of their learning process by trying out 'peer teaching' and by asking students for their feedback later. In my philosophy class I should have opted for a more collaborative method to deal with ethical universalism.

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I learn a lot from my students
at the end of each school year I reflect on my work, I consider the strengths and weaknesses and I plan the work and the materials for the next school year

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the students learn easily by making clock model. they comprehend parts of the clock easily. This method is learning by living. Students learn more efficiently by making and living it.

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I reflect every day about my lessons and I'm very critic with my work. In 3 classrooms we are starting to use LIM and I'm thinking about use it well every hour.

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Two of my students expressed a wish to do a presentation on hip-hop. I am not a fan of this particular style in music but I agreed on condition that for the next lesson they should bring a step-by-step plan of their presentation. They did it; the layout was more than satisfactory, so we agreed that they would do the presentation the following week. The final result was excellent; the two presenters even played a hip-hop song they made themselves. The presentation was both educational and entertaining. The students were engaged, they listened attentively, they learnt something new, at the end of the presentation they asked a lot of questions.
This is what I have learnt:
1. With a little bit of channelling/giving guidelines we should allow or students to show us what they are passionate about.
2. Students are quite successful at taking on a role of a teacher, they are brilliant at engaging their peers and teaching them something new.
3. The role of a teacher has changed, the teaching process has changed.
4. I learnt something new about hip-hop.
My students' success is my success, too.

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I feel I'm lucky since I have the opportunity to exchange a lot of experience and opinions and ideas not only with my colleagues at school but also, and this is really a huge opportunity, with all my colleagues from all over Europe in eTwinning! Since I am a member of eTwinning I have been given a real chance to unlearning and relearning: peer education is not only for students but also for us teacher! Being part of the biggest community of teachers in Europe gives me the sensation of belonging to the biggest workshop for new ideas and competences where everyone can learn from each other. My students tell me to feel exactly the same I fell : motivated and challenged in a positive constructive way.

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Right now, I'm developing a project founded on a law case and the students have to find the reasoning of the judge.

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Right now I'm working on a project which is proving very successful and stemmed directly from a suggestion given by one of my students in class one day. She just expressed a wish, which was shared by the rest of the class, and I devised a project based on that intial input.
I think the best, and most challenging, way to teach is by just listening to the students' needs, and turning them into learning objectives.
"Lead by following", the Tao Te Ching says.

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In my lessons I always start with a question: 'What if?' according to the topic of the day or a particular topic/question. Students get involved in the brainstorming activity and each word or thought becomes the starting point for another. They take note and express their view. They don't know or understand they are already learning from each other and I'm learning from them too.

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I just delivered a lesson where the students were brainstorming in groups of 4 about their passions/interests, big idea projects and topics they would like to cover next term. After one of the previous readings and video clips, I refrained from talking about what the hindrances might be but affirmed all their ideas and allowed them to think out loud. some of them were actually able to recognise issues as they were talking and then come up with strategies themselves, simply by me remaining silent except for affirmations.

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I think as I 've learned so far the best way is work together with students and let them try out the best of them by supporting them in their Learning process11 Yes by gaming, we can help them to be more involved and motivated in their learning path

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As Bill Gates said in a Ted talk, teachers need real feedback.

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Until recently, many teachers only got one word of feedback a year: "satisfactory." And with no feedback, no coaching, there's just no way to improve. Bill Gates suggests that even great teachers can get better with smart feedback -- and lays out a program from his foundation to bring it to every classroom.

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In my class I have carried out a series of activities involving the study of business cases are very satisfied peche some students have started to become more interested in the discipline, certainly for students less brilanti was a little more difficult, so the next time I that it is appropriate for this activity to predict the way in working groups such that even those who have more difficulty being sustained by the group

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I divided the class into groups and have organized a game to identify the team most prepared of all the topics.