B E YO ND T H E L E S S O N P L A N:
R E F L E C T I V E P R AC T I C E S T H AT
T R A N S F O R M E F L C L A S S RO O M S
Dr. Mohamed Abdulhamid
PhD TEFL Curricula & Instruction
What is Reflective Pedagogy?
• Reflective teaching means thinking critically about:
Reflective pedagogy is a teaching approach where educators deliberately think about
their teaching—before, during, and after lessons—in order to understand what works,
what doesn’t, and why. It’s not just “thinking back”; it’s systematic, critical, and
purposeful reflection aimed at improving practice and student learning (Easterly, 2024).
Why does Reflection Matter?
Because teaching ≠ just delivering content—it’s a complex, evolving practice.
• Reflection helps us:
1. Improves student learning 2. Bridges theory and practice
Teachers who reflect adjust their It helps teachers connect what they
methods based on real student needs, know (methods, pedagogy) with what
not assumptions. they actually do in the classroom.
3. Encourages adaptability 4. Builds professional growth
No two classes are the same. Reflection Without reflection, experience alone can
helps us respond to different learners, lead to repetition—not improvement.
contexts, and challenges.
“Experience alone is not enough—
reflection makes it meaningful.”
Why should teachers think critically about their
practice?
Because not everything that feels right is actually effective.
➢Critical reflection pushes teachers to question:
• Are my methods inclusive—or do they favor certain students?
• Am I teaching for understanding or just coverage?
• Do my assessments truly measure learning?
Without this kind of questioning, teaching can become
routine, automatic, and stagnant.
The Real Payoff
➢Reflective teachers move from:
• “I taught it” → to → “Did they learn it?”
• “This always works” → to → “Does this work for these students?”
➢That shift is what separates competent teaching from impactful teaching.
1) Reflection in Action (during the lesson)
- This is what Donald Schön described as “thinking on your
feet.”
➢ You’re teaching, and at the same time you’re asking yourself:
It’s fast, intuitive, and often based
• “They look confused… should I simplify this?” on experience.
• “This activity isn’t working… what can I change right now?”
❑ So you adjust immediately:
✓ Rephrase instructions Key idea: You are inside the
✓ Switch to pair work action, making real-time decisions.
✓ Give an example
✓ Slow down or speed up
2) Reflection on Action (after the lesson)
- This happens when the lesson is over and we have distance to
think more deeply.
➢ For example, after the lesson we may ask:
• “Why didn’t that activity work?”
It’s slower, more analytical, and
• “Were my instructions clear?” often more structured (journals,
• “Did all students participate—or just a few?” discussions, feedback).
❑ Then we analyze and plan improvements:
✓ Redesign the task Key idea: You are outside the
✓ Change grouping strategies action, trying to understand and
✓ Adjust timing or scaffolding improve it.
The Difference between the Two Types
The simplest way to see the difference:
• Reflection in action = adjustment
• Reflection on action = improvement
Both are essential—but they serve different purposes.
Ask yourself:
Guided Reflection • What worked well?
Framework • What didn’t?
• Why?
• What will I change?
References
• Bolton. G. (2005) Reflective Practice. Writing and professional
development. 2e. London: Sage. Popular text that explores how
practitioners can critically engage with their actions and feelings.
• Machost, H., & Stains, M. (2023). Reflective Practices in Education: A
Primer for Practitioners. CBE—Life Sciences Education, 22(2), fe2.
• Pandey, P., & Mohanty, P. (2025). Role of reflective practice in teacher
identity formation: A qualitative perspective. International Journal of
Research and Scientific Innovation (IJRSI), 12(5), 1–8.
[Link]
• Schön, D. (1987) Educating the Reflective Practitioner San Francisco:
Jossey-Basss.
Contact me via:
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- Email: maahamid78@[Link]
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