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Dimensions of Reflective Learning

Thinking Back

The aims of this experience were several. On the one hand, I transferred all the
previous theoretical knowledge incorporated during the career and transformed it into practice.
On the other hand, I improved my practices having into account not only the theory learnt but
also the suggestions given by my tutors, the time devoted to planning the lessons, the materials
prepared, and so on. The objectives, activities and the use of different resources were coherent
with a pedagogical perspective since all of them were planned and thought having a clear aim in
mind according to the group of students, their English level, age and interests. Therefore, the
experience was significant for them, particularly because at the beginning of the experience
they expressed they were not going to be able to understand what to do if I spoke only English
in the class. However, they were able to do all the activities proposed in a successful way and I
can assure they have learnt English for a communicative purpose, which is the highest aim for
any English teacher nowadays. In relation to this, I can say that I was surprised with the results
and I learnt that by choosing the right materials and by being consistent in the use of the target
language, the results can be absolutely positive. Also, skills or abilities related to classroom
management are necessary to develop a helpful teaching and learning experience. I am not only
learning to become an English teacher who teaches the language, but also an educator and as
such I also need to teach values such as trust, respect, solidarity and cooperation.

Thinking Forward

If I had the chance to develop this practice again, I would make some changes
related to how to manage time, how to check comprehension and also how to organize the
board. As regards time administration, I think I could have managed it better by simply
stipulating a given time for each activity. Sometimes students needed much more time than the
one I had planned and I think I should have insisted more with phrases like you have 2 minutes
lef or you have 1 more minute. In that way, they could have known if they needed to round
up, hurry up, concentrate more, and so on. In relation to checking comprehension, most of the
time I asked a student to explain using his/her own words what I had explained before and in
that way I was sure the instructions were clear. Sometimes, however, I simply asked: is it
clear? or did you understand? and many times these questions are answered by a yes but
not because they really understood what they were supposed to do. Finally, I would really
improve my board organization and even use it more, especially for visual learners.
The things pointed out in the previous paragraph are definitely issues to have in
mind in my future pedagogical decisions and goals. Those were mainly the points I needed to
improve and therefore they are in my mind every time I get into the classroom. In a similar way,
the positive points I was told in my feedbacks after every lesson have also influenced my goals
as a teacher and my pedagogical decisions.

Thinking Inward

Even though being observed and evaluated might be a stressful experience, I believe
that it can also be advantageous and constructive. I think that having other perspective of what
I do inside the class is always helpful since it helps me see things that probably I was ignoring or
doing in the wrong way. I learnt from my tutors and their suggestions, comments and
compliments so all in all it was a very gratifying experience even though it was hard work to
plan every lesson, look for the appropriate material and achieve with every task I was required
to do.
During the experience I felt my tutors were supportive and quick with every
question, doubt and anxieties I had and that is something very important and necessary to
accomplish this experience successfully.

Thinking Outward

This experience of being observed and evaluated gave me the opportunity to enrich
the quality of my teaching practice and share my experience and viewpoints with those of the
observer with her own thoughts, views and teaching experience. In my opinion, it is always
favourable to have another view of the same topic or situation and in that way gain proficiency,
share those skills I have with the other, change or improve aspects of my teaching and most
importantly be open to listen so as to be a better teacher every day.