Running Head: REFLECTIVE PLANNING & INSTRUCTION

Reflective Planning & Instruction

Lauren Reinke
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

REFLECTIVE PLANNING & INSTRUCTION

Introduction
Within this competency for Reflective Planning & Instruction, is an outline for the
importance of articles proving continuous reflective planning and instruction. Awareness of
internship strengths and weaknesses guide professional growth which benefit myself and
students. Without reflection (even as a teacher with years of experience), one could not truly
testify or represent the fundamental idea of education: continual learning. Considering my
current placement at a Christian school, faith certainly has an impact on teacher/student
development as well. The following articles are glimpses of what this may entail for a sixth grade
math class at a private Christian school.
Rationale for Selection of Artifacts
Each artifact is required material for the student teaching program which reinforces the
essential habit for reflection. These two in particular are paired since they address the same week
of lessons. The first artifact includes a lesson critique which is completed following a lesson to
consider what were strong assets and improvements for future lessons. The second is a journal
reflection from that week to note what Ive learned and what I would like to learn more of from
this student teaching placement.
The key elements which qualify the first artifact for this competency is its direct address
to answer: Was the objective met? and What part of the lesson would you changewhy?
Some lessons may prove very effective but in summary, fulfilled another objective entirely
different than planned. Other lessons may have provided a fantastic introduction to the material
but, according to reflection, will need to be matched with another lesson for completion of the
objective. Sometimes one may not be fully aware of the effectiveness of a lesson until
assessments return as proof for what a student retains. This critique includes a satisfaction for

REFLECTIVE PLANNING & INSTRUCTION

first addressing behavior and praying with the class before continuing onto the lesson. Although
the objective was met, the methods can always be analyzed with the second question. By the end
of the day, my mentor & I review Pros and What to Improve from each lesson. This is an
easy way to harness what changes are possible. Improvements included further inquiry of a
students incorrect response, formatting information on the board, and having enough material
for the activity to be paired instead of grouped [for this particular class].
The second artifact represents the competency by reflection of one weeks worth of
student teaching. This journal notes my own strengths and weaknesses as well as an awareness of
my surrounding for the sake of professional development (student behavior, schedulingetc.).
Despite a confidence in the profession of teaching, journaling holds its validity to weigh what
could always be improved upon instead of chalking anything up to a bad day. Its one thing to
briefly ponder what went wrong today and another to write down how can this be better.
Years from now, I hope Im not a better teacher simply because Ive been doing the same lessons
so many timesI hope to be better because Ive learned from each lesson every single time, like
I expect my students to. This artifact also includes a newfound importance of praying before
each class. Whether I eventually work with a private Christian or public school, I am striving to
ingrain this habit so that I can either pray with my students or pray for my students in the
beginning/end of each lesson to offer glory where it is due. This also sets a godly premise for
students to recognize ultimate priorities and a sense of respect.
Reflection on Theory and Practice
With reflection, both artifacts were a valuable resource toward my career. If a teacher is
not willing to improve or recognize room for improvements, than how can one expect students to
do so? Wong & Wong (1998) claim that the best of teachers make more money not because they

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put in more time on the job but because they put in more time to improve their skills and enhance
their life. Life rewards the competent, not the clock watchers (p. 273). If teaching is an art, it
takes dedication to excelregardless of talent. Partin (2009) also suggests Much thought and
planning go into [effective teachers] instruction, yet they remain flexible in their teaching to
allow for spontaneous discovery as opportunities present themselves. They are especially
sensitive to cues that their lessons are not working, and they adapt them on the spot (p. 298).
What my mentor noticed in me from the first week was that I could be receptive to reflect and
adapt a lesson on-the-spot for the betterment of students academic opportunities without having
to note changes after the lesson was over. I hope that my reflective planning and instruction can
ultimately be used as a modeling tool for students to reflect and plan their lives accordingly. It is
a vital skill that may be overlooked in school considering the emphasis on assessments without
reflection. One day my own students should be able to complete critiques on a debate
presentation or a journal in-class.

REFLECTIVE PLANNING & INSTRUCTION

References
Partin, R. (2009). The classroom teacher's survival guide: Practical strategies, management
techniques, and reproducibles for new and experienced teachers; [grades K - 12] (3.rd
ed.). San Francisco, Calif.: Jossey-Bass.
Wong, H., & Wong, R. (1998). The first days of school: How to be an effective teacher.
Mountain Vview: Harry K. Wong Publications.