reflective essay lesson plan

How to Write a Reflective Essay: Easy Guide with Pro Tips

Defining What is a Reflective Essay: Purpose + Importance

Being present is a cornerstone of mindfulness and meditation. You must have often heard that staying in the moment helps you appreciate your surroundings, connects you with people and nature, and allows you to feel whatever emotions you must feel without anxiety. While this is helpful advice as you become more focused and avoid getting lost in thought, how can you truly appreciate the present without reflecting on your past experiences that have led you to the current moment?

We don't say that you should dwell on the past and get carried away with a constant thought process, but hey, hear us out - practice reflective thinking! Think back on your previous life events, paint a true picture of history, and make connections to your present self. This requires you to get a bit analytical and creative. So you might as well document your critical reflection on a piece of paper and give direction to your personal observations. That's when the need for reflective essays steps in!

In a reflective essay, you open up about your thoughts and emotions to uncover your mindset, personality, traits of character, and background. Your reflective essay should include a description of the experience/literature piece as well as explanations of your thoughts, feelings, and reactions. In this article, our essay writer service will share our ultimate guide on how to write a reflective essay with a clear format and reflective essay examples that will inspire you.

How to Write a Reflective Essay with a Proper Reflective Essay Outline

To give you a clear idea of structuring a reflective essay template, we broke down the essential steps below. Primarily, the organization of a reflective essay is very similar to other types of papers. However, our custom writers got more specific with the reflective essay outline to ease your writing process.

Reflective Essay Introduction

When wondering how to start a reflective essay, it is no surprise that you should begin writing your paper with an introductory paragraph. So, what's new and different with the reflection essay introduction? Let's dissect:

• Open your intro with an attention-seizing hook that engages your audience into reflective thinking with you. It can be something like: 'As I was sitting on my bed with my notebook placed on my shaky lap waiting for the letter of acceptance, I could not help but reflect, was enrolling in college the path I wanted to take in the future?'
• Provide context with a quick overview of the reflective essay topic. Don't reveal too much information at the start to prevent your audience from becoming discouraged to continue reading.
• Make a claim with a strong reflective essay thesis statement. It should be a simple explanation of the essay's main point, in this example, a specific event that had a big impact on you.

Reflective Essay Body Paragraphs

The next step is to develop the body of your essay. This section of the paper may be the most challenging because it's simple to ramble and replicate yourself both in the outline and the actual writing. Planning the body properly requires a lot of time and work, and the following advice can assist you in doing this effectively:

• Consider using a sequential strategy. This entails reviewing everything you wish to discuss in the order it occurred. This method ensures that your work is structured and cohesive.
• Make sure the body paragraph is well-rounded and employs the right amount of analysis. The body should go into the effects of the event on your life and the insights you've gained as a consequence.
• Prioritize reflecting rather than summarizing your points. In addition to giving readers insight into your personal experience, a reflective stance will also show off your personality and demonstrate your ability to handle certain challenges.

Reflective Essay Conclusion

The goal of your reflective essay conclusion should be to tie everything together by summarizing the key ideas raised throughout, as well as the lessons you were able to take away from experience.

• Don't forget to include the reasons for and the methods used to improve your beliefs and actions. Think about how your personality and skills have changed as well.
• What conclusions can you draw about your behavior in particular circumstances? What could you do differently if the conditions were the same in the future?

Remember that your instructor will be searching for clear signs of reflection.

Understanding a Reflection Paper Format

The format of reflective essay greatly differs from an argumentative or research paper. A reflective essay is more of a well-structured story or a diary entry rife with insight and reflection. You might be required to arrange your essay using the APA style or the MLA format.

And the typical reflection paper length varies between 300 and 700 words, but ask your instructor about the word length if it was assigned to you. Even though this essay is about you, try to avoid too much informal language.

If your instructor asks you to use an APA or MLA style format for reflective essay, here are a few shortcuts:

Reflective Essay in MLA Format

• Times New Roman 12pt font double spaced;
• 1" margins;
• The top right includes the last name and page number on every page;
• Titles are centered;
• The header should include your name, your professor's name, course number, and the date (dd/mm/yy);
• The last page includes a Works Cited.

Reflective Essay in APA Style

• Include a page header on the top of every page;
• Insert page number on the right;
• Your reflective essay should be divided into four parts: Title Page, Abstract, Main Body, and References.

Reflective Essay Writing Tips

You may think we've armed you with enough tips and pointers for reflective writing, but it doesn't stop here. Below we gathered some expert-approved tips for constructing uncontested reflection papers.

• Be as detailed as possible while writing. To make your reflective essay writing come to life, you should employ several tactics such as symbolism, sentence patterns, etc.
• Keep your audience in mind. The reader will become frustrated if you continue writing in the first person without taking a moment to convey something more important, even though you will likely speak about something from your own perspective.
• Put forth the effort to allow the reader to feel the situation or emotion you are attempting to explain.
• Don't preach; demonstrate. Instead of just reporting what happened, use description appropriately to paint a clear picture of the event or sensation.
• Plan the wording and structure of your reflective essay around a central emotion or subject, such as joy, pleasure, fear, or grief.
• Avoid adding dull elements that can lessen the effect of your work. Why include it if it won't enhance the emotion or understanding you wish to convey?
• There must be a constant sense of progression. Consider whether the event has transformed you or others around you.
• Remember to double-check your grammar, syntax, and spelling.

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Reflective Essay Topic Ideas

As a reflective essay should be about your own views and experiences, you generally can't use someone else's ideas. But to help you get started, here are some suggestions for writing topics:

• An experience you will never forget.
• The moment you overcame a fear.
• The most difficult choice you had to make.
• A time your beliefs were challenged.
• A time something changed your life.
• The happiest or most frightening moment of your life so far.
• Ways you think you or people can make the world a better place.
• A time you felt lost.
• An introspective look at your choices or a time you made the wrong choice.
• A moment in your life you would like to relive.

You may find it convenient to create a chart or table to keep track of your ideas. Split your chart into three parts:

• In the first column, write key experiences or your main points. You can arrange them from most important to least important.
• In the second column, list your response to the points you stated in the first column.
• In the third column, write what, from your response, you would like to share in the essay.

Meanwhile, if you're about to enroll in your dream university and your mind is constantly occupied with - 'how to write my college admissions essay?', order an academic essay on our platform to free you of unnecessary anxiety.

Reflective Essay Sample

Referring to reflective essay examples can help you a lot. A reflective essay sample can provide you with useful insight into how your essay should look like. You can also buy an essay online if you need one customized to your specific requirements.

How to Conclude a Reflective Essay

As we come to an end, it's only logical to reflect on the main points discussed above in the article. By now, you should clearly understand what is a reflective essay and that the key to writing a reflective essay is demonstrating what lessons you have taken away from your experiences and why and how these lessons have shaped you. It should also have a clear reflective essay format, with an opening, development of ideas, and resolution.

Now that you have the tools to create a thorough and accurate reflective paper, you might want to hand over other tasks like writing definition essay examples to our experienced writers. In this case, feel free to buy an essay online on our platform and reflect on your past events without worrying about future assignments!

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Related Articles

Reflective writing

Learn how to write a reflective text about a learning experience.

Do the preparation task first. Then read the text and tips and do the exercises.

Preparation

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In January I spent three weeks volunteering as an English teacher in my town. I've been thinking about becoming an English teacher for a while so it was a good opportunity to see what it's like. The students had all just arrived to start a new life in the UK and they had a range of levels from beginner to intermediate. They came from a variety of countries and had very different backgrounds and experiences.

For me, the most important thing was the relationship with the students. I was nervous at first and did not feel confident about speaking in front of people. However, I found it easy to build good relationships with the students as a class and as individuals and I soon relaxed with them. It was a challenge to encourage the lower-level students to speak in English, but at least they understood a lot more at the end of the course.

At first, planning lessons took a really long time and I was not happy with the results. Classes seemed to be too difficult for some students and too easy for others, who finished quickly and got bored. I found it was better to teach without a course book, adapting materials I found online to suit their needs. I learned to take extra activities for students who finished early and that was much better.

I still need to continue improving my lesson planning. I would like more ideas for teaching mixed-ability groups and I want to plan the whole course better next time. That way students have a focus for each lesson and a sense of progress and of what they've covered. I'm also going to put more confident students with beginners when they work in pairs so conversation activities give everyone more chance to speak and students can help each other.

Overall, it was a really positive experience and I learned a lot. I've decided that I would like to become an English teacher in the future.

• Reflective writing is more personal than other types of academic writing. You can use the first person ( I ... , My ... , etc.) and explain how you felt.
• Think about the experience in detail. Explain what went well and what was challenging, and say what you learned in the process.
• Short introduction to the situation
• Evaluate the most important things about the experience, including solutions to problems
• Say what you would do differently next time
• Say what you learned overall.
• Keep the focus on your learning process and what you will do better in future.

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What was your last challenging learning experience?

Language level

My last challenging experience was learning English,because I live with my parents and sister and I dont have own room,so I must learning in living room and it is so difficult.They are constantly going back and forth and I very rarely have some time for learning in calm.

• Log in or register to post comments

Hey guys! I've been trying to learn English since I was a teenager. At that time, even though I took classes and studied a little, I don't think I did my best. I wasn't really motivated. A few years later, I'm trying again to regain that knowledge and go further.

I move to London when I was 16 and I joint to college to learn English. At that time I wasn't really focusing well with learning and I never imagined that I would struggle in the future with this language. The challenging that I face nowadays at work place to complete my patient's notes and at the university to understand the subjects. Finding difficult to put into my own words when I read a context and struggling for my assignments. I choose this platform to improve my writing level and stay more focused with my study. Therefore, I decided to spend everyday at least an hour to improve my English level.

Thank you. Lalitha

when I was going to start learning programming 2 years ago, I spent a vast changing process. At first, I didn't know anything about it. actually, something would attract me to it. at that time I was working as a full-time sales expert in a big company. As a result, I didn't have enough time but I decided to start learning for 30 minutes in the morning.

In the beginning, I would take a lot of time to understand the concepts and also much time to review the concepts which I had learned before. Sometimes It was so tedious and frustrating because I would spend a lot of time trying to understand a concept but after a week I would really forget the details. As it turned out, I found out I had to take notes and make a plan to review them every two days.

Another problem was that I was short of time. I couldn't get around to reviewing the notes steadily. none the less I would use all of my free time including weekends and my two days off in a month. but a situation came up to me caused I had two hours of free time a day at work. this happening was a gift for me for my passion and persistence.

I continued this trend for nine months. My mind had become sharper and faster in learning and analyzing new concepts. my mind had nothing to do with one last year. On the one hand, I had fallen in love with this new skill, and on the other hand, I couldn't find in my heart to resign. What it boils down to is that I was wondering whether I stayed on at my job or put my back into my favorite skill in order to become a specialist in it.

To cut a long story short, I decided to resign and study focused for a while. this decision improved my efficiency and made me use my intellectual capabilities to the maximum. It was one of the best gifts that I had ever given to myself. I allowed myself to do what makes me happy and alive and enjoy doing it.

Hello Ensiye,

I just wanted to thank you for your contribution and applaud you for your efforts. I'm so glad it worked out for you.

All the best, Kirk LearnEnglish team

hello Dear Kirk Thanks for your kindness Doing the tasks of the lessons has made my learning process regular I'm glad to be here Best regards Ensiye

My last challenge it was about analyze an international conflict in my major, so I read many books, texts, notes about conflict but isn't easy for me to find information about the topic. Overall it was great, I approve my course with a good grade. (:

Hi everybody. I'm trying to translate my project into English but honestly, it's very hard. I know is better to hire a translator but I want to learn more by translating it. I would like to share the first sentence of my project with you. Is it possible to take a look at it, please? and tell which part is wrong and why? I need to know can you understand it or not. " The global publishing network is a mechanism designed to unite publishers to integrate publishing industry. The network by revolutionizing the publishing process, delivers printed versions of text-based works such as books, articles, and magazines in less than an hour, regardless of the client’s location, and without printing and storing the works beforehand. During this process, if only a few seconds have elapsed since publishing a work in the network, the selling process of its print version starts at such speed. The objective of this mechanism is to remove intermediaries and storehouses, reduce the time of producing and delivering, and provide global access without geographical, cultural, and linguistic barriers. The network also strives to be a global gate for income generation for game, song, and movie companies and producers and sells Blu-Ray versions of their works through this mechanism. The distribution mechanism is the main idea of the network that completes many other features of this project."

Hello aliyaseri,

That sounds like a great idea and I'm sure you'll learn a lot, but I'm afraid we don't correct people's texts. 

If you have a specific question about a specific sentence, please let us know.

I started learning English at school, when I was ten. I didn't like this language because i thought it was bored. I didn´t pay attention to the classes so I din't know anything. Now, I have absolutely notion that i should have paid attention. I really started learning English, last year, by myself, because in school, the level of English was already B1 and I was in A1. I started learning randoom things and with that I realize that my main problem was the grammar. I studied all the verb tenses. Right now, I still have difficulties on that but I am improving everyday. I´m going to Turkey next week without anyone that I know and I will spend one week there speaking just in English. Probably that will be a challenge for me but I want to explore my limits. My main problem now is the vocabulary. I have a lack of vocabulary wich doesn't let me maintain a normal conversation. I'm doing my best to pass that but I know it takes time. I'm in the B1 level right, and I'm so happy that I managed to be here. I'm really pround of me.

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Teaching Students How to Write a Reflective Essay

• Trent Lorcher
• Categories : High school english lesson plans grades 9 12
• Tags : High school lesson plans & tips

Teach How to Write a Reflective Essay

After reading the 37th essay on Disneyland, the 26th essay on summer vacation, and the 345th essay disguised as an incoherent rant, I

decided to teach how to write a reflective essay. All you need to do to teach this is take the guidelines for a narrative essay and change a word or two. Guidelines for a narrative essay include the following:

Introduction: A narrative essay doesn’t necessarily have the same type of introduction as an expository or persuasive essay. The same principles, however, apply. A reflective essay should introduce the incident about which you are writing, including principal characters and setting.

Body: The body is the actual narrative part of the reflective essay. It recreates the incident with specific details. It must make the significance of the event clear.

Conclusion: The conclusion should reflect on the outcome of the incident and present the writer’s feelings.

Standards to Live By

A reflective essay should:

• Focus on a clearly defined and well developed incident. The incident may consist of a series of closely related incidents.
• Provide background information.
• Include the elements of a narrative: plot, characters, setting, conflict.
• Organize events clearly . Chronological order works best. Skilled writers may want to incorporte flashbacks.
• Use dialogue, if appropriate.
• Include appropriate word choice .
• Explain the significance of the incident.
• Maintain a consistent point of view.

Choosing the Incident

The first step is choosing the incident. It can be something you experienced personally or something you witnessed but did not participate in. For ideas, brainstorm significant people, places, and things or writing “I remember when…” on the top of your paper and finishing it with as many things you can think of. Once you have chosen an incident, do the following:

• Test the topic. Make sure you remember the incident well enough to write about it, understand the significance of it, your willingness to share it, and your ability to express the incident’s impact.
• Consider your audience and purpose . Tailor the subject matter and the writing level to those who are most likely to read it.
• List key events. This will help you establish a foundation for the narrative. Don’t get hung up on facts. In most cases, inventing or changing characters, words, or setting is acceptable.

Drafting and Revising

Theoretically, you have chosen a memory that has personal significance. If you find yourself losing interest as you write, you probably chose the wrong memory. Remember the following as you draft:

• Use the elements of a story and include necessary background information.
• Include dialogue.
• Use sensory details.

When revising make sure the following is clear:

• The significance of the event
• What actually happened

This post is part of the series: Different Types of Essays

Implement these strategies for different types of essays.

• Lesson Plan: How to Write a Reflective Essay
• Interpretive Essay Lesson Plan: How to Write a Literary Analysis
• Writing a Career Research Paper
• Lesson Plan: How to Write a Problem/Solution Essay
• American History Project Ideas: Capturing Oral History

12 Reflective Teaching Examples

Reflective teaching is a process where teachers reflect on their own teaching practices and learn from their own experiences.

This type of reflection allows teachers to see what works well in their classrooms and what needs improvement. Reflective teaching also helps teachers to understand the impact that their teaching has on students.

Examples of reflective teaching include observing other teachers, taking notes on your own teaching practice, reading about how to improve yourself, and asking for feedback from your students to achieve self-improvement.

Reflective Teaching Examples

1. reflection-in-practice.

Reflection in practice is a concept by David Schon which involves small moments of reflection throughout your day.

Instead of pausing at the end of your activities and reflecting upon what you did, Schon argues that good practitioners reflect in the moment and make tiny changes from moment-to-moment. This is the difference between reflection on practice and reflection in practice. “Reflection on” occurs once the lesson is over. Reflection in occurs during the lesson.

For example, as you’re doing a question-and-answer session with your class, you might realize that the students are tuning out and getting bored. In order to resolve this problem, you might choose to get the students all to stand up and play heads or tails for questions you ask them. This might get the kinesthetic learners re-engaged in the lesson and salvage it from its impending implosion.

Related Article: 15 Action Research Examples

2. Conducting Classroom Observations

Another way to do reflective teaching is to start a classroom observation routine. Create a template for your observations (e.g. listing each student’s name down the side, with notes beside it) and take notes on students’ work.

You could, for example, choose to observe how well students responded to a new classroom intervention. These written observations can form the basis for changes that you can make to your work as you progress.

Similarly, you could make observations about students’ interactions after changing the classroom layout. This can help you edit and refine your chosen layout in order to maximize student learning and figure out the best location for each student.

3. Pivoting based on Formative Feedback

Reflective teachers also try to obtain formative feedback from students in order to gather data that can form the basis of their reflection.

An example of formative feedback is a pre-test a month before the exams.

This pre-test can help the teacher understand the general areas of weakness for their students, and acts as the basis for a pivot in their teaching practices. The teacher may, for example, identify a specific math challenge that the majority of the students had trouble with. They can then put extra focus on that challenge for the next few weeks so the students can ace that challenge in the end-of-term test.

In this way, formative feedback is a core tool for teachers in their formative feedback toolkit.

4. Keeping a Teaching Diary

A personal teaching diary can help teachers to identify trends in their behaviors (and the behaviors of their students) that can help teachers to improve.

For example, in my teaching diary, I will often take notes about how I reacted to certain events. I’ll note my reaction as well as things I did well, ways I effectively self-regulated , and things I did poorly. If I’m taking notes on an answer to a student’s question, I might note that something I did well was “give a clear answer” but an area for improvement might be “I failed to follow-up later in the day to check my student’s comprehension”.

Incidentally, teaching diaries can be extremely useful for self-performance reviews . Bring your teaching diary into the performance review and go over it with your line manager. They will be super impressed with your reflective practice!

5. Receiving Student Evaluations

Despite how much we may despise student evaluations, they can contain important tidbits of information for us.

I often like to compare my evaluations from one to the next to see if there are changes in the student trend. I’ll also work really hard on one aspect of my teaching and see if I can get students to take notice and leave a comment in the evaluation.

For example, one semester, I decided to implement a tech intervention (I let students use an educational app in class). The students used the app, and it turns out – they didn’t like it!

Without the student evaluation, I wouldn’t have been able to identify this problem and work on solving it. You can read all about that study here, which I published in an academic journal.

6. Debriefing with a Mentor

Having a mentor has been invaluable for me in my career. By sitting down with a mentor, I learn a lot about my strengths and weaknesses.

Mentors tend to bring out reflectiveness in all of us. After all, they’re teachers who want us to improve ourselves.

Your mentor may ask you open-ended questions to get you to reflect, or discuss some new points and concepts that you haven’t thought about before. In this process, you’re being prompted to reflect on your on teaching practice and compare what you do to the new ideas that have been presented. You may ask yourself questions like “do I do that?” or “do I need to improve in that area?”

7. Using Self-Reflection Worksheets

Self-reflection worksheets are a good ‘cheat’ for figuring out how to do self-reflection for people who struggle.

You can find these worksheets online through services like Teachers Pay Teachers. They often involve daily activities like:

• Write down one thing you struggled with today.
• Write down one big win.
• Write down one thing you will actively try to work on tomorrow.

These worksheets are simple prompts (that don’t need to take up too much time!) that help you to bring to the front of your consciousness all those thoughts that have been brewing in your mind, so you can think about ways to act upon them tomorrow.

See Also: Self-Reflection Examples

8. Changing Lesson Plans Based on Previous Experiences

At the end of each unit of work, teachers need to look at their lesson plans and self-assess what changes are required.

Everyone is aware of that teacher who’s had the same lesson plan since 2015. They seem lazy for failing to modernize and innovate in their practice.

By contrast, the reflective practitioner spends a moment at the end of the lesson or unit and thinks about what changes might need to be made for next time the lesson is taught.

They might make changes if the information or knowledge about the topic changes (especially important in classes that engage with current events!). Similarly, you might make changes if you feel that there was a particular point in the lesson where there was a lull and you lost the students’ attention.

9. Professional Development Days

Professional development days are a perfect opportunity for reflective teaching.

In fact, the leader of the professional development day is likely to bake reflectiveness into the event. They may prepare speeches or provide activities specifically designed for teachers to take a step back and reflect.

For example, I remember several moments in my career where we had a guest speaker attend our PD day and gave an inspiring speech about the importance of teachers for student development. These events made me think about what I was doing and the “bigger picture” and made me redouble my efforts to be an excellent teacher.

10. Implementing 2-Minute Feedback

The 2-minute feedback concept is excellent for reflective practice. For this method, you simply spend the last 2 minutes of the class trying to get feedback from your students.

One of the easiest ways to do this is to give students a post-it note at the end of the lesson. Have them write on one side something they liked about the lesson and on the other something they didn’t like. Then, you can read the feedback to reflect on how to improve.

With younger students, you can do ‘hands up’ for students and ask them how confident they are with the topic.

For online lessons, I’ve put a thermometer up on the screen and asked students to draw on the thermometer how confident that are (line at the top means very confident, line at the bottom means not confident at all).

11. Reading Books

Books are excellent for helping us to reflect and contemplate. There is a wide range of books for teachers, from philosophical ones like Pedagogy of the Oppressed to very practical workbooks.

Through reading, we encounter new ideas that challenge our current ideas. As we pick up new ideas and information, we interrogate our current thoughts and find ways to assimilate them into our new thinking. Sometimes, that requires us to change our own current opinions or thoughts, and challenge us to consistently improve.

In this way, reading books about teaching is an inherently reflective practice. It makes us better practitioners and more thoughtful people.

12. Listening to Podcasts

Like books, podcasts enable us to consume information that can help us pause and reflect.

I personally love podcasts because I find them easier to consume than books. The conversations and dialogue in podcasts help me to feel immersed in a conversation with close friends. Good podcasts hosts make you feel like they’re grappling with the exact same concerns and emotions as you are – and it’s a motivating experience.

Good podcasts for teachers include The Cult of Pedagogy and Teachers on Fire. These podcasts help me to reflect on my own teaching practice and continue to learn new things that I can compare to my own approaches and integrate when I feel they offer new insights that are valuable.

There are many ways to incorporate reflective practice into your teaching. By taking the time to reflect on your teaching, you can identify areas where you can improve and make changes to your practice. This will help you to become a more effective teacher and better meet the needs of your students. Through reflective practice, you can also develop a stronger sense of who you are as a teacher and what your personal teaching philosophy is.

Drew, C. & Mann, A. (2018). Unfitting, uncomfortable, unacademic: a sociological critique of interactive mobile phone apps in lectures. International Journal of Educational Technology in Higher Education. doi: https://doi.org/10.1186/s41239-018-0125-y

Lousberg, L., Rooij, R., Jansen, S. et al. Reflection in design education. Int J Technol Des Educ. 30, 885–897 (2020). doi: https://doi.org/10.1007/s10798-019-09532-6

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

2 thoughts on “12 Reflective Teaching Examples”

Dr Chris Drew, this article is useful for teachers like me. I really appreciate your hard work. Thank you for being a helpful professor. Sandy

Dr, Chris Drew. First of all Congratulations. This article is handy for me as I am doing my teacher training course. You did a good job, explaining in a simple manner so, anyone can understand easily. Thank you so much. Alka

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Lesson Plan Revision, Reflection, and Analysis Essay

A lesson plan is an essential component of any teacher’s strategy. It is designed to structure the content that will be taught to children throughout the learning period. In addition, the plan includes other activities such as family meetings or art therapy lessons that are designed to improve teacher’s understanding of each child’s background and needs. The focus of the teaching process should be on improving student’s knowledge of the subject and guiding them through it to develop understanding of the question. The critical factors to consider are the diffract backgrounds of the community. In a single school, children from different countries, cultures, and families come together. All of these factors have an impact on how the child perceives the information that is given to him or her. It is crucial for a teacher to understand the backgrounds of the students and include these factors in the learning plan of a subject to ensure better learning outcomes.

In order for students to learn, practice, and master content I have applied the in-depth content knowledge and learning resources in the academic disciplines. As Shulman stated, the knowledge of a subject is a foundation for the pedagogical practice that enables the process of explaining ideas to others (as cited by Houseal, Abd-El-Khalick, & Destefano, 2015). Without an in-depth understanding of subjects, it is difficult to explain concepts, answer questions from children and respond to their ideas. “Professional development leads to a change in practice, which leads to a change in student outcomes, which leads to a change in teacher self-efficacy.” (Smith, 2015, p. 107). In addition to knowing the subject, a teacher should understand studying and learning techniques and evaluate the performance of the students as well as his or her performance. Different learning resources can be a great addition to helping children develop their knowledge. For example, art therapy has proven to be an effective way to engage students in the process of learning. As Carter (2016) stated, “children in play can be free to experiment” (p. 53). In particular, this approach is integrated effectively into the learning plan for literacy development. “Playful art explorations as a strategy for developing literacy learning” (Carter, 2016, p. 53). In addition, such method encourages children not to be afraid of making mistakes, which can be beneficial for other, more specific subjects such as math. I have applied the in-depth content knowledge and learning resources to be able to respond to children’s ideas and answer their questions about the materials. In addition, the additional learning resources help children feel freer in the classroom and learn to study more efficiently by making mistakes. These two components are integrated into the teaching strategy.

Proper teaching and learning strategy are essential for achieving positive learning outcomes. The primary goal is to engage students in active learning and exploring the process. The developmental approach refers to different levels of development that children have at a particular stage of their life. My goal when writing the learning plan was to include all children from the class with regard to their development and engage them in the teaching process. I have added several options with different complexity levels for each subject that can be utilized in accordance with the developmental level of the children. Some of the complicated topics will have to be explained in a detailed manner with additional resources – art therapy or games. In the beginning, I have included a test to evaluate which option of the learning strategy should be used in the particular case. In addition, as stated by Carter (2016), engaging family in the learning process can lead to positive outcomes. The family is aware of the child’s learning patterns, which can help understand a better way to present information in a particular case. Therefore, I have scheduled several events to get to know the families of the children. The engagement of the family in the learning process is vital in regards to the background that a child has. There are several approaches, which were utilized in creating an effective learning plan for children.

The cultural approach should focus on the diversity of cultures within the classroom.

Shillady (2014) suggests to” encourage families to visit the classroom and school throughout the year” and host events with them. In my lessons plans, I made space for two events that involved families visiting the school and talking about their cultural background. This approach not only should help children feel more comfortable at school but encourage them to share information about their culture with others. Such engagement should be beneficial for the learning outcomes.

The linguistical approach to teaching is focused on the fact that children from different backgrounds may speak foreign languages which can affect their learning perception. Mostly, in diverse communities, it is common for people to speak different languages. Learning about those differences it the first step for a better understanding of an appropriate teaching technique. As Shillady (2014) stated, many schools have surveys at the beginning of the year in which families answer questions regarding their cultural background and languages they speak at home. This information helps me learn more about my students as a teacher. Allowing children to speak the language they are comfortable with while guiding them into learning and better understanding English is the primary objective of this teaching strategy.

To meet each child’s learning needs and promote positive outcomes I modified the instructions for the lessons. An essential aspect of teaching is to understand the students and what they are capable of. That is why my goal is to evaluate the capabilities of the children, each one specifically to understand what techniques to utilize when explaining the material to them. Some elements can be difficult to understand for specific children. Therefore, the teaching plan should be changed to pay more attention to the particular topic. In addition, some children can perceive information differently. For example, for some listening to a teacher explain the material is less effective than using textbook illustrations and descriptions. The tasks that children perform can be perceived differently as well. To ensure that all children in the classroom can equally engage in a learning activity I have included different learning activities in the instructions. These include listening to the explanations, performing tasks, reading the textbook, listening to supplemental materials, learning through art therapy and others. In addition, I have created several variations of the learning plan with different activities to choose a better fitting one for particular children.

Out of the five subjects, the most difficult to write for was mathematics because in order to properly teach any subject one must understand the concepts of it as a whole, not only some parts of it. For me, mathematics is one of the more difficult subjects; therefore developing a teaching plan for it that would be beneficial for the students was a challenge. I tried to enhance my knowledge before beginning the work on the program. The subject is a matter of professional development opportunity for me, as it emphasizes the importance of in-depth knowledge for a teacher. In addition, it encourages to look for new ways of explaining the concepts of mathematics and looking for different sources of information. As a professional development opportunity, it was a valuable experience that encouraged me to work on my knowledge and teaching techniques to help children in their early childhood stage understand the concepts of the subject. Although when teaching children to understand it, no elaborate theories are utilized, it is essential to have good knowledge to be able to explain different concepts. In addition, some of the students can be interested in mathematics and in-depth learning of it and a teacher’s task, in this case, would be to guide them to proficiency, which would be impossible to do without a clear understanding of the matter.

Overall, the critical focus of the learning and teaching strategy of children should be their background. The development, culture, and language that a child has are essential factors to consider when choosing a proper method of teaching. Having different strategies and incorporating family into the learning activities can significantly improve the process of learning. In addition, the teacher must have an in-depth knowledge of the subject to be able to communicate it correctly to the children.

Carter, L. (2016). The reflection connection: Teachers in touch with families. Exchange, 228, 52-55. Web.

Houseal, A., Abd-El-Khalick, F., & Destefano L. (2014). Impact of a student-teacher-scientist partnership on students’ and teachers’ content knowledge, attitudes toward science, and pedagogical practices. Journal of Research in Science Teaching, 51 (1), 84-115. Web.

Shillady, A. (2014). Engaging families in diverse communities: Strategies from elementary school principals. Young Children. Web.

Smith, J. (2015). Transformative professional development: Unraveling the complexities of knowledge, practice, and beliefs. Web.

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• The Process of Revision
• Academic Writing: The Importance of Revision in Academic Writing
• Revision of Problem Gambling
• Communication Goals: Reflection and Revision, Behavioral Brainstorm, Description and Revision
• Article Peer Review Process and Revision Strategy
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• Hadef Hea Associate Fellowship
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• Professional development
• Taking responsibility for professional development

Reflective teaching: Exploring our own classroom practice

Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation.

By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching.

Reflective teaching is therefore a means of professional development which begins in our classroom.

• Why it is important
• Teacher diary
• Peer observation
• Recording lessons
• Student feedback

Why it is important Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today."

However, without more time spent focussing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students. Reflective teaching therefore implies a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going on to making changes.

• If a lesson went well we can describe it and think about why it was successful.
• If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear.
• If students are misbehaving - what were they doing, when and why?

Beginning the process of reflection You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. You may decide to focus on a particular class of students, or to look at a feature of your teaching - for example how you deal with incidents of misbehaviour or how you can encourage your students to speak more English in class.

The first step is to gather information about what happens in the class. Here are some different ways of doing this.

Teacher diary  This is the easiest way to begin a process of reflection since it is purely personal. After each lesson you write in a notebook about what happened. You may also describe your own reactions and feelings and those you observed on the part of the students. You are likely to begin to pose questions about what you have observed. Diary writing does require a certain discipline in taking the time to do it on a regular basis. 

Here are some suggestions for areas to focus on to help you start your diary. 

Download diary suggestions 51k

Peer observation Invite a colleague to come into your class to collect information about your lesson. This may be with a simple observation task or through note taking. This will relate back to the area you have identified to reflect upon. For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors.

Recording lessons Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see.

• How much do you talk?
• What about?
• Are instructions and explanations clear?
• How much time do you allocate to student talk?
• How do you respond to student talk?
• Where do you stand?
• Who do you speak to?
• How do you come across to the students?

Student feedback You can also ask your students what they think about what goes on in the classroom. Their opinions and perceptions can add a different and valuable perspective. This can be done with simple questionnaires or learning diaries for example.

What to do next Once you have some information recorded about what goes on in your classroom, what do you do?

• Think You may have noticed patterns occurring in your teaching through your observation. You may also have noticed things that you were previously unaware of. You may have been surprised by some of your students' feedback. You may already have ideas for changes to implement.
• If you have colleagues who also wish to develop their teaching using reflection as a tool, you can meet to discuss issues. Discussion can be based around scenarios from your own classes.
• Using a list of statements about teaching beliefs (for example, pairwork is a valuable activity in the language class or lexis is more important than grammar) you can discuss which ones you agree or disagree with, and which ones are reflected in your own teaching giving evidence from your self-observation.
• Read You may decide that you need to find out more about a certain area. There are plenty of websites for teachers of English now where you can find useful teaching ideas, or more academic articles. There are also magazines for teachers where you can find articles on a wide range of topics. Or if you have access to a library or bookshop, there are plenty of books for English language teachers.
• Ask Pose questions to websites or magazines to get ideas from other teachers. Or if you have a local teachers' association or other opportunities for in-service training, ask for a session on an area that interests you.

Conclusion Reflective teaching is a cyclical process, because once you start to implement changes, then the reflective and evaluative cycle begins again.

• What are you doing?
• Why are you doing it?
• How effective is it?
• How are the students responding?
• How can you do it better?

As a result of your reflection you may decide to do something in a different way, or you may just decide that what you are doing is the best way. And that is what professional development is all about.

Julie Tice, Teacher, Trainer, Writer, British Council Lisbon

This article was first published in 2004

Well organized

Greetings, The steps explained in reflective teaching are quite practical, no matter how many years educators put into their experience, properly guided ideas will definitely enhance how to engage our students, at the end of the day, what matters is how the learning took place in the classroom. and reflect on how i inspired my students to deliver the content, the reflective teaching practice not only helps to get back and analyze, but helps the educator to be more organized, thank you for the wonderful article.

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Wonderful advice

Thank you very much for these suggestions. They are wonderful.

online journal

Reflecting teaching.

Dear Editor, This is a very useful article for English teachers and trainers. Teaching diary is a must for all teachers and trainers.

JVL NARASIMHA RAO

Reflecting on your teaching

Dear Julie,

An excellent article.  Nothing can be more important then self reflection, i.e. looking inwardly to find out what you did, how you did it and how and what you need to do to make it better.  Unfortunately we seldome reflect on ourselves. 

I would like to introduce few simple questions every teacher should ask after completing a lesson:

1. Can I state one thing thet the students took back with them after my lesson?

2. Can I state one thing that I wanted to do but was not able to it becasue of insufficient time?

3. Can I state one thing that I should not have done in this lesson?

4. Can I state one thing that I think I did well?

Answers to these questions will enable the teacher to do better in the future.

Research and insight

Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

See our publications, research and insight

ELA Common Core Lesson Plans

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• How to Write a Cause and Effect Essay
• How to Write a Conclusion for an Essay Lesson Plan
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• How to Write an Introduction to an Essay
• How to Write a Problem Solution Essay
• Lesson Plan: Effective Sentence Structure
• Lesson Plan: Improve Writing Style with Improved Sentence Structure
• Logical Fallacies Lesson Plan with Summary & Examples
• Teaching Active and Passive Voice
• Teaching How to Revise a Rough Draft
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• Writing for Audience and Purpose
• Writing Transitions Lesson
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• Analyzing Shakespeare Strategies
• Fun Reading Lesson Plan
• How to Write a Literary Analysis.
• How to Annotate and Analyze a Poem
• Lesson Plan for Teaching Annotation
• Literary Terms Lesson Plan
• Literature Exemplars – Grades-9-10
• Teaching Short Story Elements
• Using Short Stories to Teach Elements of Literature
• Bill of Rights Lesson Plan
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• Comma Rules: How to Use Commas
• Difference between Denotation and Connotation
• Effective Word Choice Lesson Plan
• Fun Grammar Review Game or Vocabulary & Language Arts
• Lesson Plans for Substitute Teachers and Busy English Teachers
• Lesson Plan: Creating the Perfect Title
• 4.08 – Lesson Plan: Using Semicolons Correctly
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• Teacher Guide Central

Lesson Plan: How to Write Effective Dialogue

How to write effective dialogue.

After 192 dizzying displays of dialogue in student writing, I decided to drop an anvil on my toe to help me forget about the experience. Luckily, inspiration struck before the anvil.

The Problem

After teaching students how to write a reflective and narrative essay , I felt good about myself…until I read their next assignment and realized they didn’t know how to write dialogue. Plagued with inane conversations and useless filler, my students’ writing made me want to scour my tongue with a Brillo pad. Seconds before scouring my taste buds, I thought of a great way of teaching dialogue. I removed the pad, scrubbed some pots and pans in the teachers’ lounge, called my wife, and told her I’d be home late.

I had work to do. I had to find a better way of teaching dialogue. Here’s what I came up with.

ELA Common Core Standards

Teaching how to write dialogue satisfies the following common core standards.

L.9-10.1  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2   Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.3a  Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.4  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.) W.9-10.5   Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of L.9-10.1-3.)

Dialogue Basics

1.  Discuss the following points on how to write good dialogue:

• Dialogue is a conversation between two or more people.
• Dialogue is essential to fiction writing.
• Dialogue brings characters to life and adds interest.
• Dialogue must do more than just duplicate real speech.
• Writing dialogue consists of the most exciting, most interesting, most emotional, and most dramatic words.

2.  Brainstorm people that might have a conversation and write them on the board and what they might talk about. Some examples:

• Parent – Teacher: How much money might it take for little Billy to get a ‘C’?
• Friend – Friend: Who’s dating whom?
• Teacher Upholding the Integrity of School Rules – Student Cheating on a Test: How much a zero is going to hurt?
• Someone Celebrating Unusual Independence Day Customs – Loyalist to the British Crown: Why it’s OK/Not OK to burn flags?
• Girlfriend Catching Boyfriend With Another Girl – Boyfriend Claiming It Was His Sister: Why boy was making out with his alleged sister?
• Teenager – Parent: What possibly Jose could have been doing out until 3:00 A.M.?

Teaching Dialogue Procedures

1.  Write the following functions for dialogue on the board:

• Provide Information
• Describe a Place or Character
• Create a Sense of Time
• Create Suspense or Conflict
• Move the Story Forward
• Reveal a Character’s Thoughts
• Summarize What Has Happened
• Create a Sense of Place2.

2.  Divide students into pairs.

• Show them a picture of people talking. Pictures involving a literary work they are reading are effective.
• Instruct pairs to invent a situation and write a dialogue of at least 10 lines.
• Encourage students to include explanatory material and to write more than just “he said…she said.”

Revision Lesson Plan Procedures

Use these procedures for helping students revise an essay or story with dialogue.

• Instruct students to read their drafts.
• Look for places dialogue would enhance the quality of their writing.
• Remind them to use the list on the board to help them find passages.
• Explain that the use of a dialogue tag is not always necessary. Readers often know who is speaking without having to be told.
• For writing passages with several lines of dialogue, instruct students to cover up their dialogue one line at a time.
• Read the dialogue without the covered line. If it makes sense then either change or delete the covered line.
• Ask several students to read their added dialogue to the class and explain why they added it.
• Ask several students to read their dialogue before and after removing dialogue tags.
• Organize a paragraph challenge .

* This lesson has been adapted from Mini Lessons for Revision by Susan Geye, 1997, Absey & Co. Spring, TX.

Types of Essays

Step-by-step instructions for writing different types of essays can be accessed by the following links.

• Problem-Solution Essay
• Persuasive Essay
• Narrative Essay
• Instructional Article
• Literary Analysis

Last Updated on August 12, 2014 by Trenton Lorcher

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Lesson Plan Reflection, Essay Example

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Words: 727

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You are free to use it as an inspiration or a source for your own work.

In consideration to the learning curves that have strongly been addressed in the lesson plan that has been created, there are some focus points that define the viability and practicality of the lesson itself. To note these focus points, several questions shall be used as the foundation of the discussion to be presented herein. The said questions [followed by the responses of reflection] are noted as follows:

• What specific translanguaging/TESOL strategies are used in your lessons? How might they help your students to be more successful?

It is a specific feature of the lesson plan created to motivate the students to utilize specific words that could develop the way they handle proper conversational and written English communication. These words including should, must, in my opinion, for example, as a result, first of all, secondly, lastly, in conclusion are all directed towards making it easier for the students to find the proper terms to connect their ideas in sentences and paragraphs without hindrances on creating transitions between their ideas.

• How do your lessons specifically target both the content learning needs and the language learning needs of your students? How have you managed to teach language through content?

As mentioned in the first response, the connection of ideas is the focus of mastery in this lesson. Relatively, allowing the students to successfully connect their thoughts to be able to pass on a solid message to their readers and listeners would provide the proper support they need in increasing their language learning needs. Giving the specific terms to use in their written activity would help the students work out their ideas in relation to how they are likely able to find a more considerable way of proposing their ideas in a more effective approach. Making them use specific terms is a relative challenge that could also increase their vocabulary and the way they mandate the different words they know in connection to how they use each element of language to send out their message.

• How does the overall unit specifically address issues of social justice or social justice education? How does the overall unit help students with their social-emotional development?

Since the lesson is focused on immigration and how the students view it, it is expected to raise awareness on the students through motivating them to research on what they are going to write in the content of their work. Exposing them in references and the need to observe their community as well as utilizing their own opinion in relating a useful documentation about immigration shall help the students learn more about social justice thus increasing their social-emotional development.

Knowing the importance of language learning among immigrants do not only provide the students with an idea on what immigration is about, what problems it imposes and how it directly affects the people involved in the situation. The lesson also provides the students to develop concern on how they learn the language [if they are immigrants] and/or how they are able to assist others who are trying to learn the language as well [if they are non-immigrants in the country]. Overall, it further assists students to become aware of their environment, the people they deal with and the problems that come with specific issues such as immigration.

• Did your planning during this unit differ from the way you usually plan? In what ways? What was your biggest “take away” from planning this unit?

It was very crucial that the lesson’s presentation becomes highly stimulating to students. Using a common issue that affects almost everyone has been found to be a strong foundation of interest among the learners. In relation to this, the lesson plan that was created was able to establish such source of interest at the introductory part of the discussion whereas the students are involved directly into the lesson presented to them. Asking them directly about their opinion is expected to make a distinctive condition of interest among each student therefore getting them personally involved in the discussion thus stimulating their desire to expand their explanation through writing.

Through responding to the questions posted herein, it could be agreed upon that the lesson that was planned was specifically able to address the different needs of the students according to their level of understanding and the supposed involvement they ought to gain in relation to the connection they establish with the society they are living with.

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Photo Essay Reflection Lesson Plan

Photographs are a powerful storytelling medium and a wonderful tool for reflection. Similar to writing essays or stories, we can also develop a series of photographs to tell a story or convey a message. As part of our journey with EarthEcho Expedition: Into the Dead Zone, we captured as much of our experience as possible through photographs. In this activity students will use photographs from EarthEcho International’s Flickr album to compile their own photo essay.

The Resource

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