Getting Better at Teaching: Start with Reflection
Becoming “better” at anything takes more than practice; it requires intentional, reflective practice. As John Dewey (1916) wrote, “Reflection is an active, dynamic, and intentional process that profoundly influences one’s experiences.”
What is Reflective Practice in Teaching?
Teachers are in the business of learning, so it’s natural to seek out new strategies and tools. But before diving in, pause and reflect. Get specific about the what and why behind your professional growth. According to Jim Knight’s Impact Cycle (2017), there are three different types of reflection:
- Looking Back: Reviewing and identifying what went well and what was challenging.
- Looking At: Reflecting in the moment and making real-time adjustments.
- Looking Ahead: Planning for the future based on what you have learned.
These ideas echo Donald Schön’s (1983) framework on reflection in-action and on-action. He highlights how the importance of ongoing reflection fuels professional growth.
Learn strategies for real-world classrooms with the Professional Educators Program.
What Does It Mean to Become a Better Teacher?
There is no single answer. A more helpful question might be: What do you want to improve? Do you want to increase student engagement? Strengthening collaboration? Improve assessment practices? Whatever your focus, getting better begins with clarifying your goals.
Questions to Guide Your Reflective Practice
- What is working well in your teaching?
- What challenges are you facing?
- Are the students engaged in the learning process?
- Are assessments measuring the intended learning?
- Do learning activities support your goals?
- Is the curriculum both challenging and engaging?
- Are you communicating clearly with students, parents, and colleagues?
- Are you prioritizing your well-being and that of your students?
Reflection Strategies for Teachers: Asking Better Questions
Once you’ve identified a focus, go deeper. It’s not enough to notice an issue, it’s about understanding it and generating ideas for change.
Break Down the Problem with These Guiding Questions:
- What did you try?
- What aspects of it worked?
- What didn’t work – and why?
- How did you feel about it?
- What evidence do you have?
- Are there any adjustments you could make:
- Is there professional learning that could help you make this improvement?
For example, if you try a Socratic Circle to support students’ engagement around a reading, but students were not discussing the key ideas, try breaking this scenario down:
- Were they prepped for the discussion?
- Was the reading level appropriate?
- Did they need a large-group discussion first?
- Were the questions clear?
Being specific in your reflection helps you identify targeted solutions. Also, consider revisiting these questions after making any adjustments to gauge progress.
Take One Small Step
You may have many ideas on how to become a better teacher. Rather than working on them all at once, choose one area to focus on. Then identify one small, specific step you can take.
Doing this will help reduce feelings of overwhelm and allow you to build momentum and consistency.
This will help you build confidence and allow you to take the next small step, and then the next, ultimately leading to achieving your goals.
Gather Support
The best reflection doesn’t happen in isolation. Sharing your ideas and challenges with others makes your reflection more powerful.
Consider connecting with a trusted colleague, an instructional coach, or your partner.
You can explore:
- Workshops, courses, or webinars
- Professional learning communities
- Social media groups for educators
- Local or national teaching organizations
Reflective Tools Teachers Can Try
According to Philip-Clark & Grieshaber (2024), these tools can support effective reflection.
Top Tools for Reflective Practice
Journaling
Write for 5–10 minutes a day. Capture surprises, challenges, patterns, or questions. Over time, you’ll start to see patterns that can help guide your thinking.
Video Observation
Like athletes watching game footage, teachers can use video to see their practice from a new perspective. Reviewing video can reveal insights that aren’t visible in the moment.
Peer Feedback
Ask a trusted colleague for feedback on a specific strategy or lesson. Be clear about what you want them to observe. Asking for general feedback may not yield the input you need to make any adjustments.
Instructional Coaching
If your organization offers access to instructional coaches, take advantage. Instructional coaches are trained to ask powerful, reflective questions and help you move from challenge to solution.
Conclusion: Growth Begins with Questions
Growth as a teacher begins with asking thoughtful questions. By clarifying what you want to change, identifying what success looks like, and taking small steps rooted in reflection, you can create meaningful and lasting change for you and your students.
References
- Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan Publishing.
- Farrell, T. S. C. (2019). Reflective practice in language teaching: Insights from research. Bloomberg Academic.
- Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin.
- Korthagen, F. A. J. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387–405.
- Philp‑Clark, C., & Grieshaber, S. (2024). Teacher critical reflection: What can be learned from quality research? Australian Educational Researcher, 51, 697–717.
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action.