Running Head: REFLECTIVE PLANNING

Reflective Planning and Instruction

Regent University
Jenny Leary

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Introduction

The mark of a good teacher is that their practice is the result of carful reflection. I believe
that teachers should learn lessons each time they teach, evaluating what they do and making
adjustments to their practice as needed. Included in this competency is a science assessment and
one of my weekly reflections. These competencies show my awareness of my strengths and
weakness as a teacher candidate, and the impact faith has had on my practice and on student
development.
Rationale
My first artifact is a science assessment students took after learning about the behaviors
and characteristics of visible light. This was the first entire unit I taught to students, and it took a
lot of reflective planning in order to put together. I had to figure out what the essential
understandings were going to be for students and what activities would help reinforce the
information that was being taught to them. This assessment was not only a tool to help me gage
student learning, but it also helped me reflect on the quality and effectiveness of my instruction.
Attached to this assessment is a data analysis sheet that I created to help me see what
students understood and what I needed to readdress. This break down of data showed me what
specific content in this unit I should of focused or reinforced more during my instruction and
related activities. Although the majority of students met the expectations for this unit, it is my
responsibility and desire to ensure every student meets that mark. My second artifact is one of
my reflections from the week I taught this science unit. In this journal entry I mention the
struggles I faced planning this unit and also the successes I had throughout the week.
I chose my second artifact because it helps highlight my awareness of my strengths and
weaknesses. For example, Ive learned that a weakness of mine is that I tend to over think when I

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am planning, which causes me to become doubtful of my ability to teach. On the other hand, one
of my strengths is that I am creative and desire to provide student with engaging activities and
lessons that will help them to grow confident in their learning and in their interactions with
peers. Lastly, this artifact shows how my faith throughout my growth as a pre-service teacher has
been a comfort and a stronghold in times of doubt and in times of victory.
Reflections
Teaching children is hard work. There are so many aspects that go into this profession
that I dont think most people realize the challenges teachers face. With the increasing pressure
of outcomes, assessments, and documenting evidence of childrens learning, it is easy sometimes
to loose sight of why many of us chose this profession- the joy of being with children. I think an
important part of keeping this the center of our work is becoming a reflective practitioner, a term
I became acquainted with in many of my classes at Regent. Reflection allows teacher to make
effective, meaningful decisions about how to respond to and plan for children. It keeps them
excited about their work (Carter, Cividanes, Curtis, & Lebo, 2009).
Something else that I have learned at Regent is that becoming a reflective practitioner
takes action. Teachers should take time to reflect on their observations, knowledge, and
experience so that they can effectively nurture each childs learning (Carter, Cividanes, Curtis,
& Lebo, 2009). I think many of my reflections so far have been centered on my experiences and
thoughts on how I could improve after I have completed my planning and instruction. However, I
hope that as I develop as a professional that I am continuously reflecting on how I am responding
to students and how they are responding to the content and activities given to them.
My faith and my perspective on child development I feel deeply affect my classroom
practice and my interactions with students. I see myself as more of a collaborator or guide to

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students in the learning process, and I want to allow students to have a say in what they are
doing. In everything that I do and say, I hope that I am setting an example that is reflective of
my faith and my desire to live obediently to Jesus Christ. 1 John 2:5-6 says, But if anyone obeys
his word, love for God is truly made complete in them. This is how we know we are in him:
Whoever claims to live in him must live as Jesus did (NIV).

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References

Carter, M., Cividanes, W., Curtis, D., & Lebo, D. (2009, January 1). Becoming a Reflective
Teacher. Retrieved March 2, 2015, from
https://www.naeyc.org/files/tyc/file/TYC_V3N4_Reflectiveteacherexpanded.pdf