College of Education Information & Resources for Mentor Teachers: Facilitating Reflective Conferencing
We recognize that in order to grow as a professional, our student teachers need to be involved in constant reflection. Reflection happens more readily within a culture of trust. Your student teacher may be confused about some of your requirements and expectations. Dealing with them in a manner that is both consistent and fair will help them as they struggle to learn what it means to be a professional.
Our students are eager for constructive criticism, so it's important that we all communicate clear expectations for their performance. Helping your student teacher examine his/her own teaching is critical. Please feel free to use some of these ideas when you meet with them after a lesson:
Some questions for eliciting reflection:
In general:
- Overall, how do you think the lesson went? Why?
- In what ways do you think the lesson met your intended objectives or outcomes?
- What did you observe about the students as you taught--what kind (or level) of learning was occurring?
- What would you like to do differently next time?
- What are some skills or strategies you think you need to improve your teaching?
To clarify or probe:
- What did you mean when your said (or did) ________?
- I observed _________, what did you intend?
- I observed_________, what do you think was happening?
- What are your assumptions behind ___________?
- What are you assuming about ___________?
- On what did you base that decision?
References:
Danielson, C. (1998). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Paul, R., Binker, A., Martin, D., & Adamson, K. (1989). Critical Thinking Handbook: A Guide for Redesigning Instruction. Rohnert Park, CA: Sonoma State University.