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When teachers reflect journeys toward effective, inclusive practice by

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Published by NAEYC in Washington, D.C .
Written in English



  • United States.


  • Early childhood education -- United States.,
  • Inclusive education -- United States.,
  • Child development -- United States.

Book details:

Edition Notes

StatementElizabeth A. Tertell, Susan M. Klein, and Janet L. Jewett, editors.
SeriesNAEYC ;, #236, NAEYC (Series) ;, 236.
ContributionsTertell, Elizabeth A., Klein, Susan M. PhD, Jewett, Janet L. 1951-, National Association for the Education of Young Children.
LC ClassificationsLB1139.25 .W54 1998
The Physical Object
Paginationxxvi, 198 p. :
Number of Pages198
ID Numbers
Open LibraryOL396343M
ISBN 100935989854
LC Control Number98084152

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When Teachers Reflect: Journeys Towards Effective, Inclusive Practice (Naeyc) [National Association for the Education of Young Children, Tertell, Elizabeth A., Klein, Susan M., Jewett, Janet L.] on *FREE* shipping on qualifying offers. When Teachers Reflect: Journeys Towards Effective, Inclusive Practice (Naeyc)/5(2). On the premise that hearing other preschool teachers talk about their challenges in creating inclusive settings is a powerful impetus to reflect about one's own teaching practice, this book contains personal narratives by 18 teachers about their journeys toward inclusive, developmentally appropriate practice in early childhood education. The book'sCited by: 7.   A reflective teacher is an effective teacher. And educators do tend to reflect on their teaching methods. In an article titled "Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations," researcher Lynn Fendler states that teachers are reflective by nature as they continuously make adjustments in instruction. Choose a book to reflect on. The booklists for the course offer a wide variety of current nonfiction covering not only best practice curriculum guides, but books on current educational thought, Common Core techniques, athletic endeavors, content area information, special education, psychology, classroom management, inspiration and other compelling subjects of interest and assistance to teachers.

Students reflect on their past school year by writing and illustrating in this End of the Year memory book! Pages can be used individually or as a book. This is a fun . Self-reflection is important because it’s a process that makes you collect, record, and analyze everything that happened in the lesson so you can make improvements in your teaching strategies where necessary. The Process of Reflection. Connecting self-reflection to effective teaching is a process. The first step is to figure out what you want. Take book reports and book projects to a whole new level with this super fun Doodle Book Review! First, students complete a step-by-step planning guide. They’ll reflect on the book’s characters, plot, setting, and theme. In addition, they’ll rate the book, identify an important quote, write a sum. Also included in: Doodle Book Report. Accordingly, pre service teachers are required to reflect and report on diverse aspects of their practice, such as promotion of professional development,peer instruction, as well as on personal issues, such as, their teaching dispositions, attitudes and awareness towards their File Size: KB.

When Teachers Reflect: Journeys Towards Effective, Inclusive Practice (Naeyc) by National Association for the Education of Young Children and a great selection of related books, art and collectibles available now at Teaching Student Teachers to Reflect Chapter (PDF Available) in Harvard educational review 57(1) April with 2, Reads How we measure 'reads'. A Teacher’s Reflection Book 00 peters weisberg fmt 8/4/11 PM Page i. 00 peters weisberg fmt 8/4/11 PM Page ii. A Teacher’s Reflection Book treats for teachers. And now they have written this book to bring the power and magic of reflection to anyone willing to spend a bit of time reading, thinking, and writing about their File Size: KB. Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and /5().