PERSONAL PROFESSIONAL DEVELOPMENT ON THE BASE OF REFLECTIVE THINKING PRACTICE РЕФЛЕКТИВТІ ОЙ-ТОЛ?АНЫС НЕГІЗІНДЕ ЖЕКЕ К?СІБИ БІЛІКТІЛІКТІ ДАМЫТУ

PERSONAL PROFESSIONAL DEVELOPMENT ON THE BASE OF REFLECTIVE THINKING PRACTICE

РЕФЛЕКТИВТІ ОЙ-ТОЛ?АНЫС НЕГІЗІНДЕ ЖЕКЕ К?СІБИ БІЛІКТІЛІКТІ ДАМЫТУ

 Changes have come! How do I react to change? My answer may affect my career and in collaborative processes with colleagues - more than I might believe. Aristotle said, "For the things we have to learn before we can do them, we learn by doing”. Being a lifetime learner and staying current we add to our knowledge and skill base. Specifying by the new programme of professional development in our country teachers should understand the concept of reflective teaching. Reflective teaching means a process of self-observation and self-evaluation of your teaching process, collecting information about how your pupils are working together,  analysing and evaluating this information, exploring your own practices and underlying beliefs. Adaptability to critical thinking also means being creative to find solutions of data collection methods work.  If we want to change and improve our teaching then we will learn the basic forms of researching actions:

Why it is important?

Beginning the process of reflection

Teacher diary

Peer observation

Recording lessons

Student feedback

What to do next

Think       Talk           Read          Ask

Conclusion

Writing teacher’s  diary is the beginning of the reflection process. Every teacher have to write here their own reactions and feelings they observed on the part of the students. They begin to pose questions about what they have observed. For Schön professional growth really begins when you start to view things with a critical lense, by doubting your actions. By creating doubt, it brings about a way of thinking that has you questioning and creating “problems” out of your actions. In Graham Gibbs Reflective Model we can see the use of structured debriefing in the form of experimental learning cycle:

• Initial experience
• Description:

"What happened? Don't make judgements yet or try to draw conclusions; simply describe."

• Feelings:

"What were your reactions and feelings? Again don't move on to analysing these yet."

• Evaluation:

"What was good or bad about the experience? Make value judgements."

• Analysis:

"What sense can you make of the situation? Bring in ideas from outside the experience to help you."

"What was really going on?"

"Were different people's experiences similar or different in important ways?"

• Conclusions (general):

"What can be concluded, in a general sense, from these experiences and the analyses you have undertaken?"

• Conclusions (specific):

"What can be concluded about your own specific, unique, personal situation or way of working?"

• Personal action plans:

"What are you going to do differently in this type of situation next time?"

"What steps are you going to take on the basis of what you have learnt?

Why it is important recording and analysing our thoughts and observations?

• Audio   recordings can be useful for considering aspects of teacher talk. 
  • 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?
• Video recordings can be useful in showing you aspects of your own behaviour. 
  • Where do you stand?
  • Who do you speak to?
  • How do you come across to the students?

Then we make reflective changes on our teaching process with peer teachers. Through note taking 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.

-If a lesson went well we can describe it and think about why it was successful and what children have learnt

-If the students didn't understand a language point we introduced we need to think about what we did wrong and why it was unclear.

-If students are misbehaving - what were they doing, when and why?

It is an important tool to learn from our own professional experiences than traditional transfer style teaching.  What is important about reflection throughout your practice is that you are ‘thinking on your feet’ not just looking back on past actions and events, but rather you are taking a conscious look at the emotions, experiences, actions, and responses, and using that to add to your existing knowledge base to entail building new understandings of your actions in the situation that is unclear. In particular, people who engage themselves in reflective practice may have a tremendous development opportunity. One of the most important source of personal professional development and improvement is keeping classroom management. Understanding the importance of classroom management teachers should work on these questions:

Did activities last the right length of time?

Was the pace of the lesson right?

Did I use whole class work, group work, pair work or individual work?

What did I use it for? Did it work?

Did the students understand what to do in the lesson?

Were my instructions clear?

Did I provide opportunities for all the students to participate?

Was I aware of how all of the students were progressing?

When teachers model acceptance and caring for all children, the students are likely to follow their example. The resulting classroom climate is conducive to children's growth and development. A teacher who takes students seriously and treats them as adults shows that she can be trusted.   Children thrive when teachers:

Ø  Sincerely like them and believe in their worth

Ø  Are dedicated to helping children learn

Ø  Are enthusiastic about teaching and inspire their students

Ø  Are prepared, consistent and firm

Ø  Provide a nurturing, safe environment

Ø  Accept themselves as imperfect and freely admit to making mistakes

Ø  Model fairness, honesty and depend ability

Ø  Listen carefully and give recognition freely

Ø  Are sensitive and respectful of children's individual differences

Ø  Provide an opportunity for children to help formulate classroom rules

Ø  Help children feel important by allowing them to make choices

Ø  Have clear, high, reasonable expectations for children's work

Ø  Acknowledge children's efforts and successes no matter how small

Ø  Stress that it is okay to make mistakes because they are a natural part of learning

Ø  Avoid threats, sarcasm, favoritism and pity

Ø  Focus on solutions to problems rather than on punishment

Ø  Teach children how to solve their problems peacefully by listening to each other and by compromising

Ø  Provide opportunities for children to encourage and applaud one another

Ø  Involve parents or guardians as partners in their children's education

Ø  Invite them to dream, share goals, and to think of themselves as being successful

In concluding we can realize that 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. It allows professionals to continually update their skills and knowledge and consider ways to interact with their colleagues.

                                                                      Аннотация

Б?л ма?алада рефлективтік ой-тол?аныс негізіні? ма?ыздылы?ы ж?не жина?тал?ан материалдар?а сыни т?р?ыдан ?арау ар?ылы м?селелер шешімін табу жолдары ?арастырыл?ан. К?сіби біліктілікті дамыту ?шін мамандарды іс-?рекетке ой-тол?аныс ж?ргізу жолдары мен о?у ?рдісіні? дамуына ?осатын ?лесі ж?нінде айтыл?ан.

                                                                      Аннотация

В этой статье написана важность рефлективного обучения и решения данных собранных методов работ. Как вовлекать учителей к рефлективной практике и как развивать пути критического мышления для повышения профессионального опыта обучения.

                                                                       Annotation

In this article is written the importance of reflective teaching and find solutions of data collection methods work. How to engage teachers in reflective practice and learn from own professional experiences and their tremendous development opportunity in teaching process. Professional growth of viewing things with a critical lense, about a way of thinking that has  questioning and creating problems out of  actions.   

            REFERENCES:

1.Schon,D. (1983) The Reflective Practitioner, How professionals Think in Action, Basic Book

2.Bolton, G (2010) Reflective Practice, Writing and Professional Development (3rd edition), SAGE publications, California. 

3.Kolb, Alice Y.; Kolb, David A. (2005). "Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education". Academy of Management Learning & Education    

4. Boud D, Keogh R and Walker D (1985) Reflection, Turning Experience into Learning, Routledge. 

5.Gibbs G. Learning by Doing: A Guide to Teaching and Learning Methods  Reproduced by the Geography Discipline Network; 2001.   

6.Brookfield, Stephan (1998). "Critically Reflective Practice". Journal of Continuing Education in the Health Profession   

7.Borton, T (1970), Reach, Touch and Teach. London, U.K.:Hutchinson. 

8.Barbara (2000). "Transforming Teaching Practice: Becoming the critically reflective teacher". Reflective Practice 

9.Handbook for teachers. Astana NIS.