Teachers’ Professional Development - Group 9 by

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lam_chen_peng — 2014-02-12 17:07:18 UTC

Reflection Stage 1. Experiencing Immersing yourself in the reading .

lam_chen_peng — 2014-02-12 17:07:29 UTC

- When reading the chapter, what ideas or details caught your attention?

- On a second reading, what further details caught your attention?

Reflection Stage 2. Reflection . What did you notice as you read?

lam_chen_peng — 2014-02-12 17:08:11 UTC

- Are there any ideas or details that can be applied to your role as a teacher and/or
the relationship with your students?

- What insights have you learnt about yourself from the reading?

Dewey’s Model for Reflective Practice

lam_chen_peng — 2014-02-12 17:08:50 UTC

Reflection Stage 3. Conceptualisation. What does it mean?

lam_chen_peng — 2014-02-12 17:09:14 UTC

- What do these ideas mean to you?

- What links / relationships can you establish between these ideas and your

role as a teacher?

- How can the concepts introduced in the chapter provide you with workable

strategies that you can try in the classroom?

Reflection Stage 4. Planning. What will happen next? What do you want to change?

lam_chen_peng — 2014-02-12 17:09:53 UTC

- Are there any changes or improvements that you want to make after reading the article? How would you go about making those improvements and when?

- How can these changes affect your teaching and your students’ learning?

Stage 1

2014-02-13 08:52:15 UTC

3 key message to all students

1. this is important

2. you can do it

3. I wont give up on you

Reflection stage

2014-02-13 08:53:28 UTC

To convince the students of the three key messages

there are various methods a teacher may used:

e.g. being subtle through actions such as role modelling

Reflection Stage 1

2014-02-13 08:54:26 UTC

- The expectations that teachers convey to students will affect students' beliefs and motivation.

- Ideas on how to respond positively to students who ask for help

reflection stage 2

2014-02-13 08:54:45 UTC

high standard of expectation of students

verbalise expectations from day 1 with constant reminders

reflection stage 3

2014-02-13 08:57:15 UTC

reflection stage 4

2014-02-13 08:58:36 UTC

make communication to the students more direct, specific, repeated with positive expectancy

Reflection Stage 2

2014-02-13 08:59:24 UTC

We learn that at times when we respond to students, we do not think about the signals that we give students.