Reflective teaching in the English classroom.

Abstract

The article is devoted to the issues of reflective teaching used to improve the results of teaching English. The reflective models of foreign researchers such as “ERA Cycle” by M. Jasper, “What Model” by J. Driscoll, and T. Borton, “Experiential Learning Cycle” be D. Kolb, “Reflective Cycle” by G. Gibb are highlighted. The reflective models are presented as the cycles the stages of which are mostly determined as analysis, reflection, assessment or self-assessment and changes in methodological strategies and tactics in order to improve teaching. The authors refer to the ideas of Terry Heick and Dana Di Pardo Léon-Henri to define the perspectives of reflecting teaching in the English classroom. The features of the implementation of the reflective approach through the appropriate organization of the educational process aimed at the formation and development of students’ professional skills and abilities are determined. The advantages and peculiarities of using reflective models in the educational process are considered to provide the teacher with a certain selection of actions that will motivate students to learn English, adapt educational material to current reality, and develop critical and creative thinking. As one of the tools of implementation of reflective practice a language portfolio is presented which is a set of student’s works completed by him and collected over a certain period of time to create a true picture of his progress in learning English. Reflective practice, on the one hand, helps the student realize his level of knowledge, and on the other hand, encourages the teacher to reflect on his teaching strategy, analyze the chosen methods, evaluate the process of teaching and improve his teaching activities in order to achieve the goals of teaching and get the expected results. The given analysis proves that reflective teaching practice assists the teachers to acquire both professional growth and personal development.