Context for reflective conferencing
To successfully complete reflective conferencing it is essential to establish trust with your student teacher. Your student teacher may be confused about some of the requirements in the program and how they relate to the requirements of your classroom. In this situation you will want to demonstrate consistency and fairness in your dealings.
You can go along way to accomplishing this by developing and communicating clear expectations for your student teacher’s performance. To help your student teacher really examine his or her own teaching you will want to express your desire for your students’ success?
Some questions for eliciting reflection
In general:
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Overall, how do you think the lesson went? Why?
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In what ways do you think the lesson met your intended objectives or outcomes?
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What did you observe about the students as you taught—what kind (or level) of learning that was going on?
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What would you like to do differently next time?
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What are some skills or strategies you think you need to improve your teaching?
To clarify or probe:
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What do you mean when you said (or did)______?
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I observed ________, what did you intend?
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I observed________, what do you think was happening?
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What are the assumptions behind_______?
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What are you assuming about_______?
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On what have you based your reasoning?
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.
Revised August 2003