Reflective Essay范文-反思性教學(xué)作業(yè)。本文是一篇留學(xué)生Reflective Essay寫作范文，主要內(nèi)容是講述和作者的大多數(shù)同齡人一樣，加入教師行業(yè)時(shí)也有一些先入為主的想法，在一定程度上是基于對(duì)老師的觀察，包括好的和壞的，部分是基于作者對(duì)完美世界的看法。是一篇典型的Reflective Essay寫作格式，供參考。

Like most of my peers, I joined the teaching profession with some preconceived notions, to a certain extent based on observations of my teachers, both good and bad, and partly on my opinion of how things should be like in a perfect world.
Personal Philosophy 人生哲理
Every child having a sense of belonging 每個(gè)孩子都有歸屬感
As a child, I have good memories of my experience and education in primary school. I studies at an all-girls school where corporal punishment was still used to punish disobedient pupils. I remember that my language teacher who was also the discipline teacher was very strict, but I also remember that I respected her to a great deal and so do most of my peers. I felt that in a way this had formed my initial notion about teaching where teachers are respected and should maintain a level of control in the classroom. However, I am glad that we have progressed from corporal punishment as a way to maintain order in our classrooms. There are many other ways in which the teachers can gain their students’ respect and keep their classrooms orderly. I believe that it is important for me to show genuine care for my pupils through the way I teach and in the time I devote to my pupils. I believe this kind of caring nature is bound to positively affect the pupils. I believe it is also important for me to create a positive atmosphere where pupils are encouraged to discuss questions. Pupils should not be afraid of making mistakes as they are treated as opportunities to explore misconceptions and not reflection of their abilities. School being their second home, it is important that my classroom is a place where it is safe for them to make mistakes, a place where differences are tolerated and compromised on.
作為一個(gè)孩子，我對(duì)自己在小學(xué)的經(jīng)歷和教育有著美好的回憶。我在一所女子學(xué)校學(xué)習(xí)，那里仍然用體罰來懲罰不聽話的學(xué)生。我記得我的語言老師也是紀(jì)律老師，非常嚴(yán)格，但我也記得我非常尊重她，我的大多數(shù)同齡人也是如此。我覺得在某種程度上，這形成了我最初的教學(xué)理念，即教師受到尊重，應(yīng)該在課堂上保持一定程度的控制。然而，我很高興我們已經(jīng)從體罰發(fā)展到維持課堂秩序的方式。教師可以通過許多其他方式獲得學(xué)生的尊重，保持課堂秩序。我相信，對(duì)我來說，通過我的教學(xué)方式，在我奉獻(xiàn)給學(xué)生的時(shí)間里，真誠地關(guān)心我的學(xué)生是很重要的。我相信這種關(guān)愛的天性一定會(huì)對(duì)學(xué)生產(chǎn)生積極的影響。我相信對(duì)我來說，創(chuàng)造一種鼓勵(lì)學(xué)生討論問題的積極氛圍也很重要。學(xué)生不應(yīng)該害怕犯錯(cuò)誤，因?yàn)樗麄儽灰暈樘剿麇e(cuò)誤觀念的機(jī)會(huì)，而不是對(duì)自己能力的反映。學(xué)校是他們的第二個(gè)家，重要的是，我的教室是一個(gè)他們犯錯(cuò)誤是安全的地方，一個(gè)容忍和妥協(xié)差異的地方。???????
Common sense and research tell us that students are more likely to cooperate with teachers whom they see as caring, trustworthy, and respectful (Weinstein, 2006 as cited in Weinstein, Romano, & Mignano, 2011). It is important to develop a supportive and respectful relationship with pupils not only to gain cooperation but also for them to be seriously engaged in learning, to share their thoughts and feelings, to take risks and to develop a sense of social responsibility. Thus, I need organise my classroom in such a way that my pupils will feel safe and cared for emotionally, intellectually and physically. I remembered conducting the ‘Heart-to-heart’ session with my pupils during my contract teaching and I find this very useful in getting to know the pupils better. Also, pupils were tasked to write at least one journal entry every week on something special. These activities has helped me to know my pupils better and are a great stepping stone to improve the teacher-student relationship. Thus, I hope to continue to implement them in my class in the future.
常識(shí)和研究告訴我們，學(xué)生更有可能與他們認(rèn)為有愛心、值得信賴和尊重的老師合作。重要的是與學(xué)生建立支持和尊重的關(guān)系，這不僅是為了獲得合作，也是為了讓他們認(rèn)真參與學(xué)習(xí)，分享他們的想法和感受，承擔(dān)風(fēng)險(xiǎn)，培養(yǎng)社會(huì)責(zé)任感。因此，我需要以這樣一種方式組織我的課堂，讓我的學(xué)生在情感、智力和身體上感到安全和被照顧。我記得在合同教學(xué)期間與我的學(xué)生進(jìn)行了“心連心”課程，我發(fā)現(xiàn)這對(duì)更好地了解學(xué)生非常有用。此外，學(xué)生們被要求每周至少寫一篇關(guān)于特殊事物的日記。這些活動(dòng)幫助我更好地了解我的學(xué)生，是改善師生關(guān)系的一塊巨大的墊腳石。因此，我希望將來能在我的課堂上繼續(xù)實(shí)施。
Focus on Students’ Strengths 關(guān)注學(xué)生的優(yōu)勢(shì)
What really triggers me to join the teaching profession was the weekly tuition session I volunteered for during my university days and continued to this day. Working for a non-profit community organisation gave me the best experience in social interaction and interpersonal skills that I would have not learnt of. I hoped my experiences and encouragement would help them find a clearer path to their interests in life and work, but I found that I learned so much from them about bravery, tolerance and ambition to succeed. It is really heart-warming to know that the boys are grateful for the help and support of volunteers and love to engage in learning and games. This gave me a completely new view of life, communities and education. There’s no doubt that I found great satisfaction in sharing and encouraging the boys but I was surprised by how enlightening and fulfilling the whole experience was. Thus, I believe that it is important for me to develop their full potential by guiding them in their route of discovery. As children are our future, it is crucial for me to allow them to express their opinions and nurture their own ideas. These reasons confirmed my decision that teaching was what I want to do in life.
真正促使我加入教師職業(yè)的是我在大學(xué)期間自愿參加的每周輔導(dǎo)課程，并一直持續(xù)到今天。在一家非營利性社區(qū)組織工作給了我最好的社交經(jīng)驗(yàn)和人際交往技巧，這是我從未學(xué)過的。我希望我的經(jīng)歷和鼓勵(lì)能幫助他們找到一條更清晰的人生和工作道路，但我發(fā)現(xiàn)我從他們身上學(xué)到了很多勇敢、寬容和成功的雄心。得知男孩們感謝志愿者的幫助和支持，熱愛學(xué)習(xí)和游戲，真是讓人心曠神怡。這讓我對(duì)生活、社區(qū)和教育有了全新的看法。毫無疑問，我在分享和鼓勵(lì)孩子們的過程中獲得了極大的滿足感，但我對(duì)整個(gè)經(jīng)歷的啟發(fā)和滿足感感到驚訝。因此，我相信對(duì)我來說，通過引導(dǎo)他們的發(fā)現(xiàn)路線來充分發(fā)揮他們的潛力是很重要的。孩子是我們的未來，讓他們表達(dá)自己的觀點(diǎn)和培養(yǎng)自己的想法對(duì)我來說至關(guān)重要。這些原因證實(shí)了我的決定：教書是我生活中想要做的事情。
At times, we need to tap into the life experiences of our pupils to discover what they can do beyond their academic achievements. As a teacher, I used to focus on what my pupils do not know or cannot do, and try to fix the problems. However, after going through the teaching experience and courses in NIE, I learned that responsible teaching also involves searching for strengths. This is important to develop the confidence and self-competency of my pupils (Lim, Thaver, & Slee, 2008). I will need to create opportunities for pupils to succeed while challenging them. I was told that we need to scaffold for pupils to understand the concept better but little did I know that these small successes will also lead to increased pupils’ confidence.
有時(shí)，我們需要挖掘?qū)W生的生活經(jīng)歷，以發(fā)現(xiàn)他們?cè)趯W(xué)業(yè)成就之外還能做些什么。作為一名教師，我曾經(jīng)專注于我的學(xué)生不知道或不能做的事情，并試圖解決問題。然而，在經(jīng)歷了NIE的教學(xué)經(jīng)驗(yàn)和課程后，我了解到，負(fù)責(zé)任的教學(xué)也包括尋找優(yōu)勢(shì)。這對(duì)培養(yǎng)我的學(xué)生的自信和自我能力很重要（Lim、Thaver和Slee，2008）。我需要在挑戰(zhàn)學(xué)生的同時(shí)為他們創(chuàng)造成功的機(jī)會(huì)。有人告訴我，我們需要為學(xué)生搭建腳手架，以便更好地理解這個(gè)概念，但我?guī)缀醪恢肋@些小小的成功也會(huì)提高學(xué)生的信心。
Engaged and Active Learning 積極主動(dòng)的學(xué)習(xí)
During my contract teaching stint, I learnt that each and every individual student in the class had a different background and there is a great diversity in there. Each student had their unique learning style and abilities. Their family backgrounds ranged from lower to the top tier of society. I learnt that different stakeholders, i.e. parents, school, child and teacher, all play a part in nurturing students. The socio-economic class of students affected their abilities and academic success, and different family structures gave different levels of support. All these differences made me understand that when conducting lessons, I cannot expect all students to have the same experiences. Learning is superficial unless the pupils are actively engaged. Therefore, I will need to use different teaching strategies in my class such as questioning, collaborative learning, hands-on activities and experiential learning events that will encourage active and constructive learning.
在我的合同教學(xué)期間，我了解到班上的每個(gè)學(xué)生都有不同的背景，而且有很大的多樣性。每個(gè)學(xué)生都有自己獨(dú)特的學(xué)習(xí)風(fēng)格和能力。他們的家庭背景從社會(huì)底層到上層不等。我了解到，不同的利益相關(guān)者，即家長(zhǎng)、學(xué)校、孩子和老師，都在培養(yǎng)學(xué)生方面發(fā)揮了作用。學(xué)生的社會(huì)經(jīng)濟(jì)階層影響他們的能力和學(xué)業(yè)成功，不同的家庭結(jié)構(gòu)給予不同程度的支持。所有這些差異讓我明白，在授課時(shí)，我不能期望所有學(xué)生都有相同的經(jīng)歷。除非學(xué)生積極參與，否則學(xué)習(xí)是膚淺的。因此，我需要在課堂上使用不同的教學(xué)策略，如提問、協(xié)作學(xué)習(xí)、動(dòng)手活動(dòng)和體驗(yàn)式學(xué)習(xí)活動(dòng)，以鼓勵(lì)積極和建設(shè)性的學(xué)習(xí)。
However, conducting a class that actively engages the pupils require a lot of planning. Therefore, I need to ensure that I am well prepared by not only knowing the content knowledge but also the teaching objectives and strategies. The activities planned will also need to match the concepts, skills and goals of the lesson. When pupils are actively engaged, they focus on what is being taught and better process new information (Lorain, 2010). As pointed out by Tom Good and Jere Brophy (2008), when students must wait with nothing to do, there is a higher probability to result in undesirable behavior and a loss of valuable learning opportunities (Weinstein, Romano, & Mignano, 2011). Through the various courses in NIE, I have learned how to better prepare myself for lesson and designing activities that are able to develop pupils’ relational understanding. This course also discusses various cooperative learning strategies such as think-pair-share, round table, and jigsaw which I could apply in my classroom to promote active learning. Also, to ensure that the group activities are carried out successfully, I need to ensure that there are certain classroom rules and routines to keep the classroom running smoothly.
然而，舉辦一個(gè)讓學(xué)生積極參與的課程需要很多計(jì)劃。因此，我需要確保我做好充分準(zhǔn)備，不僅要了解內(nèi)容知識(shí)，還要了解教學(xué)目標(biāo)和策略。計(jì)劃的活動(dòng)還需要與課程的概念、技能和目標(biāo)相匹配。當(dāng)學(xué)生積極參與時(shí)，他們會(huì)專注于所教內(nèi)容，更好地處理新信息。通過NIE的各種課程，我學(xué)會(huì)了如何更好地為課程做準(zhǔn)備，以及設(shè)計(jì)能夠發(fā)展學(xué)生關(guān)系理解的活動(dòng)。本課程還討論了各種合作學(xué)習(xí)策略，如思維對(duì)分享、圓桌會(huì)議和拼圖，我可以在課堂上應(yīng)用這些策略來促進(jìn)主動(dòng)學(xué)習(xí)。此外，為了確保小組活動(dòng)順利進(jìn)行，我需要確保有一定的課堂規(guī)則和慣例，以保持課堂順利運(yùn)行。
My Evolution as a Teacher-in-Training? 我作為一名教師在培訓(xùn)中的演變
Establishing Productive Learning Environment 建立富有成效的學(xué)習(xí)環(huán)境
One concept taught in this course that struck me most was the model for creating an inclusive learning environment which was adapted from Stice’s problem-solving model. This model helps me to understand and reaffirm some of the teaching practices which I have observed and learned during my teaching internship, relief teaching or contract teaching. The model aims to aid classroom learning environment that are not only academically inclusive but also socially.
這門課程中教給我印象最深的一個(gè)概念是創(chuàng)建包容性學(xué)習(xí)環(huán)境的模式，該模式借鑒了Stice的問題解決模式。該模式幫助我理解并重申我在教學(xué)實(shí)習(xí)、救濟(jì)教學(xué)或合同教學(xué)期間觀察和學(xué)習(xí)的一些教學(xué)實(shí)踐。該模式旨在幫助課堂學(xué)習(xí)環(huán)境不僅在學(xué)術(shù)上具有包容性，而且在社會(huì)上也具有包容性。
Creating a conducive physical environment can influence the way teachers and students feel, think and behave (Weinstein, Romano, & Mignano, 2011).Thus, it is important for me to ensure that the physical furniture in my class are strategically arranged to suit the needs of the pupils. During my contract teaching, my teacher mentor created a reading corner at the back of her class with carpets and cushions for the pupils. I find this arrangement useful in managing the class. Once the pupils have completed the assigned work, they will proceed to the reading corner with a book and read silently. I felt that this has helped to inculcate in the pupils the love for reading. This also helps her manage the class and reduce unnecessary disruption when the pupils have completed their work. Occasionally on a rotationally basis, pupils are given 10 minutes break time where they are allowed to use the educational board games created. This encourages pupils’ self-directed learning as they explore different concepts in a fun and interactive manner. I have also learned that it is important to ensure that the notice boards are up-to-date with information and pupils work. Environment psychologists point out that the effects of the classroom environment can be both direct and indirect (Proshansky & Wolfe, 1974 as cited in Weinstein, Romano, & Mignano, 2011). For example, if pupils seated in straight rows are unable to carry on a class discussion because they can’t hear one another, the environment is directly hindering their participation. Students may also be affected indirectly if they infer from the seating arrangement that the teacher does not really want them to interact. Therefore, I need to be mindful on how my pupils are arranged in the class as it will send a message to them about how they are supposed to behave due to the link between classroom environment and student behaviour.
創(chuàng)造有利的物理環(huán)境可以影響教師和學(xué)生的感受、思考和行為方式。因此，對(duì)我來說，重要的是要確保課堂上的物理家具有策略地安排，以滿足學(xué)生的需求。在我的合同教學(xué)期間，我的老師導(dǎo)師在教室后面為學(xué)生們開設(shè)了一個(gè)閱讀角，里面鋪著地毯和墊子。我覺得這種安排對(duì)管理班級(jí)很有用。一旦學(xué)生完成了指定的作業(yè)，他們就會(huì)拿著一本書來到閱讀角，靜靜地閱讀。我覺得這有助于向?qū)W生灌輸對(duì)閱讀的熱愛。這也有助于她管理課堂，減少學(xué)生完成作業(yè)時(shí)不必要的干擾。偶爾，學(xué)生們會(huì)輪流獲得10分鐘的休息時(shí)間，允許他們使用創(chuàng)建的教育棋盤游戲。這鼓勵(lì)學(xué)生以有趣和互動(dòng)的方式探索不同的概念，從而實(shí)現(xiàn)自主學(xué)習(xí)。我還了解到，確保布告欄上的信息和學(xué)生的工作都是最新的，這一點(diǎn)很重要。環(huán)境心理學(xué)家指出，課堂環(huán)境的影響可以是直接的，也可以是間接的。例如，如果坐成一排的學(xué)生因?yàn)槁牪灰妼?duì)方的聲音而無法進(jìn)行課堂討論，那么環(huán)境會(huì)直接阻礙他們的參與。如果學(xué)生從座位安排推斷出老師并不真的希望他們互動(dòng)，他們也可能會(huì)受到間接影響。因此，我需要注意我的學(xué)生在課堂上是如何安排的，因?yàn)檎n堂環(huán)境和學(xué)生行為之間存在聯(lián)系，這會(huì)向他們傳達(dá)一個(gè)關(guān)于他們應(yīng)該如何表現(xiàn)的信息。
Through this course, I also learned that it is important to create a sense of belonging for the pupils by providing them opportunities to make decision on how they want the classroom to be such as giving them the responsibility to decorate the class or as simple as putting up pupils work.
通過這門課程，我還了解到，重要的是要為學(xué)生創(chuàng)造歸屬感，為他們提供機(jī)會(huì)，讓他們決定他們希望教室是怎樣的，比如讓他們負(fù)責(zé)布置教室，或者簡(jiǎn)單地為學(xué)生布置工作。
Behaviour Management 行為管理
Another aspect which I find very useful is the various behaviour management models which teachers could employ. I understand there is no one size fit all solution to various issues a teacher might face in school and each model has its own pros and cons. It is therefore up to the teachers’ discretion to choose the model that best suit their teaching style and the class profile. Personally, the concept of taking ownership under inner discipline resonates with me. I believe that it is important for students to accept ownership of their problem. Students need to learn that they are capable of taking ownership of their problems regardless of age. As teacher, I must trust that they also are capable of taking full responsibility for the problems their behaviours can create, not because of fear but because it is the right thing to do.
我發(fā)現(xiàn)另一個(gè)非常有用的方面是教師可以采用的各種行為管理模式。我理解，對(duì)于教師在學(xué)校可能面臨的各種問題，沒有一種適合所有人的解決方案，每種模式都有自己的優(yōu)缺點(diǎn)。因此，教師可自行決定選擇最適合其教學(xué)風(fēng)格和班級(jí)特點(diǎn)的模式。就我個(gè)人而言，在內(nèi)部紀(jì)律下取得所有權(quán)的概念與我產(chǎn)生了共鳴。我認(rèn)為學(xué)生們接受自己?jiǎn)栴}的所有權(quán)是很重要的。學(xué)生們需要知道，無論年齡大小，他們都有能力解決自己的問題。作為老師，我必須相信他們也有能力為自己的行為可能造成的問題承擔(dān)全部責(zé)任，這不是因?yàn)榭謶?，而是因?yàn)檫@是正確的做法。
Assertive Discipline is a direct and positive approach to make it possible for the teacher to teach and the students to learn. During my contract teaching, there were times when I felt I was unable to deliver the lesson properly due to poor class control and denied pupils the opportunity to learn. However, after seeking advice from the senior teachers, I made certain changes such as implementing the rewards and punishment system. As a result, I was able to deliver most of the lessons without much interruption. Students should be rewarded for good behaviour and punished fairly for bad behaviour. I think that having a short list of classroom rules posted in the class is beneficial. That way, from day one, they are aware of what is expected from them. However, it is necessary to exercise punishments with cautions to make sure students would not be more rebellious. I have also learned the various teaching style and I would prefer to adopt the democratic teaching style which the teacher provide firm guidance and leadership by establishing rules (Edwards, 2008). Pupils will then be taught how to establish an inner control that permits them to choose behavior compatible with their best interest.
主張性紀(jì)律是一種直接和積極的方法，使教師教學(xué)和學(xué)生學(xué)習(xí)成為可能。在我的合同教學(xué)期間，有時(shí)我覺得由于班級(jí)管理不善，無法正確授課，剝奪了學(xué)生學(xué)習(xí)的機(jī)會(huì)。然而，在征求了高級(jí)教師的意見后，我做了一些改變，比如實(shí)施獎(jiǎng)懲制度。因此，我能夠在沒有太多干擾的情況下完成大部分課程。學(xué)生的良好行為應(yīng)該得到獎(jiǎng)勵(lì)，不良行為應(yīng)該受到公平的懲罰。我認(rèn)為在課堂上張貼一份簡(jiǎn)短的課堂規(guī)則清單是有益的。這樣一來，從第一天起，他們就知道自己的期望是什么。然而，有必要實(shí)施帶有警告的懲罰，以確保學(xué)生不會(huì)更加叛逆。我還學(xué)習(xí)了各種教學(xué)風(fēng)格，我更愿意采用民主教學(xué)風(fēng)格，教師通過制定規(guī)則提供堅(jiān)定的指導(dǎo)和領(lǐng)導(dǎo)。然后，學(xué)生們將被教導(dǎo)如何建立一種內(nèi)部控制，允許他們選擇符合他們最大利益的行為。
I realized that teaching was indeed a calling. One needed a passion to teach and to make a difference in people’s lives. One had to follow their heart and not their brain to appreciate the true difference made by being a teacher because being a teacher was hard work with many untold roles. One had to be unafraid to admit that mistakes have been committed and constantly reflect on lessons conducted so as to continually improve.
Bibliography 參考文獻(xiàn)
Edwards, C. (2008). Classroom discipline and management (5th ed.). Hoboken, NJ: John Wiley & Sons.
Lim, L., Thaver, T., & Slee, R. (2008). Exploring Disability in Singapore. Singapore: McGraw-Hill Education (Asia).
Lorain, P. (2010). Teaching That Emphasizes Active Engagement. Retrieved May 1, 2014
Weinstein, C. S., Romano, M. E., & Mignano, J. A. (2011). Elementary Classroom Management – Lessons from research and practice. New York: McGraw-Hill Companies, Inc.
Reflective Essay范文在文末提出作者意識(shí)到教書的確是一種使命。一個(gè)人需要一種激情去教書，去改變?nèi)藗兊纳?。一個(gè)人必須跟隨自己的內(nèi)心，而不是他們的大腦去理解作為一名教師所帶來的真正的不同，因?yàn)樽鳛橐幻處熓且豁?xiàng)艱巨的工作，有著無數(shù)的角色。人們必須勇敢地承認(rèn)犯下了錯(cuò)誤，并不斷反思所吸取的教訓(xùn)，以便不斷改進(jìn)。

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