The Relationship Between Reflection and Action

8/11/2019 The Relationship Between Reflection and Action

1/15

By: Daniela Lpez Y

Karen Cuevas D L

Dennis A Rodrguez L
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2/15

To reflect is: to think

Toremember :

Ourexperiences

we havedone

We shouldhave done

What is goingto be our next

action

about

of what

or or


3/15

But reflection in the educational field

carries

aconnotation

ofconsideratio

n,

to make

choices

to make

decisions

about thevarious

alternativeactions.


4/15

Almost no opportunity for reflection

Is an inherentcharacteristic toliving together in

constantinteraction, which

does not allowteachers to reflect

critically

One of thechallenges of the

teaching professionis trying to createthese spacesand

opportunities.


5/15

THE BILITY ND INCLIN TION OF

TE CHERS TO REFLECT BOUT

The Abi l i ty :All the professors experiment restrictions

THE PEDAGOGICAL NATURE OF STUDENTSSLOWS UP BECAUSE OF THE DOSAGE AND

ALIENATING CONDITIONS THEY HAVE TO WORK

The incl inat ion: to worry about how Modernschools tend to operate as a businesses.

Measurements have the type of

'production efficiency',

'production figures,

increase in success rates planned',

' teacher effectiveness',

'results of the objective tests.
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6/15

When we reflect, we suspend our

immediate in favor of a more

contemplative attitude commitment.1. The anticipatory reflection allows us to discuss

possible alternatives, decide on the actions to carryout, plan things we have to do and anticipateexperiences ... to respond to situations and otherpeople in an organized and prepared manner withprevious decisions.

2. The active or interactive reflection, allows us toaccept the situation immediately. allows us to stopand think and make decisions without thinking.

3. Consciousness in the experience of interactiveteaching time (the interaction of the teachers who actwith tact).

4. The reflection on the memories helps us makesense of past experiences and, thus, get


7/15

Two types of anticipative reflectionREFLECTION BEFORE

TRYINGPEDAGOGICAL

SITUATION

This kind ofanticipatory reflectionrefers to those times

when we have tocalm ourselves anddecide how we will

treat from a

pedagogicalstandpoint:situations of

challenge, difficult,or with constant

mess.

THE MORE

SYSTEMATICPLANNING CLASS

REFLECTION

Ex: this first, then the other, later

more complex things, and soon.

Ex: this reading assignment, tostudy these questions, this

review exercise, testing.

We try to imagine how they canrespond to the students of the

course schedule. Where will theystop to rest? Where will you stop toappreciate what you have learned?


8/15

I PREPARE FOR THE SITUATION

WHERE I HAVE TO ACT AS A

TEACHER

If I can keep the quality of

intention and climate plan, thisallows me to be prepared foralmost anything: the mood of

the students, their questionsand everything else.


9/15

2 CLASSES IN THE SAME DAY, SAME

CONTENT, ONE GOODTHE OTHER

ONE BAD

In order for the class gowell we must hold fast to

the original planning

environment generated inan anticipatory imagination.


10/15

Reflection over the action

Not in the action butover it, about it.Did I say or do theright thing?If notwhat should I

have done?

How did the studentlive this situation?

Verbalize thesituations. By doing ityou are making areflection.


11/15

Pedagogical SituationsNeed an

immediateresponse oraction, sosometimestheres no

reflection beforeacting.

Mistakes can bemade, but they

can be corrected.The act of

accepting amistake has beenmade can have

positive

consequences.

Tact: instant

thinking andacting. Noproblem

resolutionprocess.

Therereno timeto think about it.

Teacher showssensitivity.

(Solicitous act)


12/15

Can routines be thoughtful and

solicituous? Routines can be tiring, but

also can be part of a wellthought process and theresponse to a deepreflection.

Students should feelmotivated and defied by thelearning experience, butthey also need the securityand confidence the routinesand habits can providethem.

These should be based onpedagogical decisionsmade in the past.


13/15

HABITS AND ROUTINES

Not just a

mechanical thing

Should be receptive

and adaptable.

What can theylearn and what does

the community

learn/gain throughit?

They must go with

your style

Your give your

subject apersonality.


14/15

Pedagogical health: mental ability to

use tact. The ability to act with

consciusness. (Pedagogicaltact)

An action with tact:immediate response to

towards unexpected orunpredictable situations.

Pedagogicalcomprehension. To payattention to the students, to

understand what they needthrough what we noticeaboaut them. They way welisten and respond to them.


15/15

PEDAGOGICAL TACT

Interpretation Inutuition

Discipline Comprehension

Sense of humor Improvisation

Documents

The Relationship Between Reflection and Action