[Heba Salem]

Defining Reflective Practice:
Reflective practice is a continuous, purposeful process through which educators assess and evaluate their teaching to improve future outcomes. It involves critically examining one’s actions, decisions, and classroom experiences with the aim of enhancing both professional practice and student learning.
At its core, reflective practice is about learning through experience. It allows teachers to make meaningful connections between what they do and the impact it has, fostering a deeper understanding of effective pedagogy. As Finlay (2008, p.1) explains, it is “learning through and from experience towards gaining new insights of self and practice.” This process is not linear but cyclical, typically involving the stages of teaching, self-assessment, rethinking strategies, applying new approaches, and repeating the process (Finlay, 2008).
Engaging in reflective practice helps educators become more self-aware and intentional in their teaching. By questioning assumptions, considering alternative perspectives, and identifying areas for development, teachers can adapt their methods to meet the diverse needs of learners more effectively.
Moreover, reflective practice encourages collaboration with colleagues and students. Sharing reflections and seeking feedback supports a culture of continuous improvement, where best practices can be exchanged and innovations explored. Ultimately, this leads to improved learner outcomes and more responsive, confident, and dynamic teaching.
Reflective practice, therefore, empowers educators to take responsibility not only for their professional growth but also for their students’ progress. By embedding reflection into everyday practice, teachers can ensure their classroom becomes a space of ongoing development, innovation, and meaningful learning.

Comparative Reflection on the Educators’ Perspectives on Reflective Practice:
Having viewed the two videos, I developed a deeper understanding of how reflective practice is interpreted and applied by educators. Despite presenting from different viewpoints, both educators highlighted key ideas that resonated with my own understanding of the concept.
In the first video (Teacher Reflective Practice), the educator emphasises that reflection plays a vital role in linking teaching theory to day-to-day classroom experience. He explains that effective reflection involves more than simply recalling events; it requires careful consideration of why certain outcomes occurred and how teaching might be improved in future lessons. This approach closely aligns with my own view that reflective practice supports self-awareness and the refinement of teaching strategies to benefit learners.
The second video (Professionalism: Reflective Practice in Teacher Education) takes a similarly thoughtful approach. The speakers stress that reflection is not merely about assessing what was successful or unsuccessful, but about questioning personal assumptions and recognising underlying factors that shape teaching. This links directly to Finlay’s (2008) idea of “challenging assumptions of everyday practice”, which I included in my own definition to highlight the importance of critical thinking and professional insight.
Both videos clearly reference the ongoing, cyclical nature of reflection. This reinforces my belief that reflection should be a repeated process; assessing, planning, testing, and adapting, rather than a one-off activity. The idea that reflection is continuous and developmental was consistently echoed in both accounts and supports the structure I outlined in my earlier definition.
While much of what was presented matched my understanding, the videos also offered new perspectives. In particular, the first educator mentioned the role of students’ emotional responses and feedback in shaping reflective practice. This helped me recognise the importance of involving pupils in the process, using their reactions as a guide to evaluate the effectiveness of my teaching. Additionally, the second video introduced the concept of reflection-in-action; the idea of thinking critically during a lesson, not only afterwards. This was a useful distinction that encouraged me to see reflection as something active and responsive, rather than entirely retrospective.
One difference between the videos and my original definition is the emphasis they placed on practical classroom decisions. My own definition focused more broadly on the professional and collaborative benefits of reflection, such as building confidence and improving practice across the school, whereas the videos offered insight into the more immediate, individual thought processes that take place during or after a lesson. This contrast made me realise that while reflective practice contributes to long-term growth, it often begins with simple, honest questions about daily teaching choices.
In summary, both videos strengthened my understanding of reflective practice and helped me to appreciate its practical application. They affirmed many of the ideas I had already explored, but also extended my thinking by introducing new tools and perspectives. I now see reflective practice not just as a theoretical process, but as a habit of mind; thoughtful, responsive, and rooted in everyday classroom experience.

[Heba Salem]

Active Learning in Wieman’s Model:
Carl Wieman, a Nobel Prize-winning physicist, champions the integration of active learning techniques to enhance student engagement and comprehension. His model shifts the educational focus from traditional lectures to interactive, student-centred activities. This approach encourages learners to actively participate in their education, fostering deeper understanding and retention of material.

Key Elements of Wieman’s Active Learning Approach:
1. Pre-Class Preparation: Students are assigned foundational readings before class to familiarise themselves with basic concepts. This primes them for in-depth exploration during classroom sessions.
2. In-Class Problem Solving: During class, students tackle challenging questions, often using clickers or worksheets. This immediate application of knowledge helps identify areas of confusion and reinforces learning.
3. Peer Discussion: Students discuss their answers with peers, explaining their reasoning and considering alternative perspectives. This collaborative dialogue promotes critical thinking and clarifies misunderstandings.
4. Feedback and Reflection: Instructors facilitate class-wide discussions to address common misconceptions and provide targeted feedback, solidifying correct understanding.
This method has demonstrated significant improvements in student performance and long-term retention compared to traditional lecturing.

Adapting Wieman’s Model to My Classroom (FS1):
As an early years educator teaching Foundation Stage 1 students, adapting Wieman’s active learning principles involves tailoring strategies to suit young children’s developmental stages. The goal is to create an engaging, hands-on learning environment that encourages exploration and discovery.
Practical Adaptations:
1. Play-Based Learning: Incorporate activities where children learn through play, allowing them to explore concepts in a natural and enjoyable manner.
2. Interactive Storytelling: Use storytelling sessions that encourage children to participate, predict outcomes, and discuss characters’ actions, enhancing comprehension and critical thinking.
3. Collaborative Activities: Design group tasks that require children to work together, fostering social skills and cooperative problem-solving.
4. Exploration Stations: Set up various learning stations with different materials and activities, allowing children to choose and engage based on their interests, promoting autonomy and engagement.
5. Reflective Discussions: After activities, gather children to share their experiences and what they learned, reinforcing concepts and encouraging verbal expression.
Implementing these strategies aligns with Wieman’s emphasis on active participation and can lead to improved learning outcomes in early years settings.

[Heba Salem]

Physical Environment and Classroom Management Review
I strongly believe that a well-structured and inclusive learning environment significantly enhances children’s development. Below is an evaluation of the listed classroom management considerations:
1. Use of Checklists and Environment Audits – Agree
Checklists and specific environment audits are essential tools for identifying and addressing students’ individual needs, particularly those related to vision and hearing. These assessments help create a more accessible learning environment.
2. Alternative Play Locations – Agree
Providing quieter areas for play is beneficial for children who may become overwhelmed by busy playgrounds. These spaces support emotional regulation and social development.
3. Flexible Groupings and Positive Role Models – Agree
Flexible groupings and access to positive role models encourage collaborative learning and allow students with sensory, physical, or medical needs to receive appropriate support. This approach fosters inclusivity and peer learning.
4. Appropriate Seating to Reduce Distractions – Agree
Seating arrangements should support focus and engagement by minimising distractions. Strategic placement of students can enhance their ability to process information effectively.
5. Seating Considerations for Writing – Agree
Ensuring that a child’s writing arm is positioned on the outer edge of a shared desk promotes proper posture and ease of movement, facilitating better handwriting and motor control.
6. Feet Positioning for Stability – Agree
Proper seating posture, where children’s feet rest on the floor or a stable platform, enhances concentration and motor coordination, which is particularly important for early learners.
7. Discouraging ‘W’ Sitting – Agree
‘W’ sitting can affect a child’s posture and hip development. Encouraging alternative sitting positions, such as cross-legged or kneeling, promotes better musculoskeletal alignment.
8. Consideration of Fatigue in Physical Activities – Agree
Physical activities should be adapted based on children’s stamina to prevent fatigue and ensure full participation. Adjustments in PE and movement-based activities support all learners.
9. Lighting and Acoustics – Agree
• Curtain/blinds to control light – This is crucial to reduce glare and maintain a comfortable learning environment.
• Even and ambient artificial lighting – Essential to prevent eye strain and maintain focus.
• Contrast in furnishings – Helps children with visual processing difficulties navigate the space better.
• Carpeted areas – Useful for reducing noise levels and creating a more inviting atmosphere.
• Avoidance of shiny surfaces – Minimises glare, which can be distracting and uncomfortable.
10. Clutter-Free Classrooms – Agree
A tidy and organised classroom promotes safety and allows children to navigate the space efficiently. Ensuring chairs are pushed in, and storage areas are well-maintained fosters a structured learning environment.
11. Planning School Trips and Risk Assessments – Agree
Thoughtful planning and risk assessments are essential to accommodate all students’ needs, ensuring safe and inclusive participation in educational outings and extracurricular activities.
12. Temporary Adjustments for Illness or Injury – Agree
Making reasonable adjustments for students recovering from temporary injuries or illnesses ensures continued engagement in learning without compromising their well-being.

Additional Classroom Management Strategy:
• Encouraging a Print-Rich Environment: I create a print-rich environment by incorporating labels, visual schedules, and interactive displays to reinforce literacy and independence in my classroom. A print-rich setting supports early language development and encourages children to explore reading and writing naturally and confidently.
• Examples of a Print-Rich Environment:
1. Labels and Signs – Labelling classroom objects (e.g., “Door,” “Table,” “Library/Reading Corner”) helps children associate words with their environment.
2. Word Walls – Displaying high-frequency words, names, thematic vocabulary, calendar, or CVC words reinforces recognition and early reading skills.
3. Visual Schedules – Using pictures and words to outline the daily routine helps students develop sequencing skills and independence.
4. Interactive Displays – Bulletin boards featuring student work, letter and number charts, and storytelling corners encourage engagement with print.
5. Classroom Library – The Reading Corner is a dedicated reading area with age-appropriate books that foster a love for reading.
6. Writing Materials – Providing access to whiteboards, name cards, tracing sheets, and writing centres encourages early mark-making and writing.
By adhering to these best practices, I ensure that my classroom remains an inclusive, engaging, and well-managed learning space for all students.

[Heba Salem]

Teaching Approach:
– Play-based and Constructivist: Focus on hands-on exploration and active learning, where students build knowledge through interaction and curiosity.

Method:
– Phonics-based Method: Systematic introduction of the letter ‘S’ and its sound, helping students develop early literacy skills by recognising letter-sound relationships.
1. Focus on the Sound (Phoneme):
Start by introducing the sound /s/ associated with the letter ‘S.’ For example, “This is the letter ‘S,’ and it makes the sound /s/ like in ‘snake’ and ‘sun.’”
2. Link the Sound to the Letter:
Show the written form of ‘S’ while repeating the /s/ sound, helping students connect the sound they hear with what they see.
3. Practice Blending:
Once students recognise the /s/ sound, they practice blending it with other sounds to form simple words like ‘sat’ or ‘sap,’ which strengthens their decoding skills.
4. Practice Segmenting:
Students also break down words into individual sounds. For example, ‘sun,’ they identify the first sound as /s/.
5. Repetition and Reinforcement:
Through activities like tracing, singing, and matching objects that begin with ‘S,’ the phonics method reinforces the relationship between letters and their sounds.

Techniques:
-Sensory Bins: I hide objects like a starfish, spoon, and snail in a sand-filled bin. Students dig through the sand, find the objects, and say the /s/ sound aloud.

-Object Sorting with Picture Cards: Students match objects from the sensory bin to picture cards, reinforcing the connection between the letter ‘S’ and words like snake and spoon.

Strategies:
– Multisensory: After sensory play, students trace the letter ‘S’ in sand, sing a phonics song, and create a snake using craft materials such as playdough, engaging visual, auditory, and kinaesthetic learners.

[Heba Salem]

file:///C:/Users/hebat/OneDrive/Desktop/BQTS%202024-2025/Task%202/Work%20Ethics%20Mind%20Map.pdf

Work Ethics Mind Map:

With Students:

Core Values:

Respect
Fairness
Integrity
Empathy & Compassion

Key Behaviours:
Clear instruction
Promoting safety and well-being
Encouraging student independence
Striving for continuous improvement

With Parents:

Core Values:

Open and respectful communication
Collaboration
Transparency
Modelling ethical behaviour

Key Behaviours:
Setting ethical expectations
Respecting confidentiality and privacy
Inviting parents to participate in ethical discussions
Maintaining ongoing collaboration

In Workplace:

Core Values:

Professionalism
Equity and boundaries
Respectful communication

Key Behaviours:
Collaboration and teamwork
Maintaining confidentiality
Ethical use of resources
Reflective self-improvement
Commitment to development

[Heba Salem]

Prioritising My Checklist:
1. Communication Skills: Clear communication is fundamental in connecting with students, parents, and colleagues. Without it, other qualities cannot be effectively demonstrated.
2. Classroom Management: A well-managed class creates the environment necessary for learning.
3. Student-Centred Approach: Prioritizing students’ individual needs ensures they feel valued and supported.
4. Passion and Enthusiasm: A teacher’s energy is contagious and motivates students.
5. Instructional Skills: Engaging lessons keep students interested and enhance learning.
6. Collaboration Skills: Teamwork enriches teaching practices and builds a strong support system.
7. Commitment to Lifelong Learning: Staying current ensures growth, but it depends on foundational qualities like communication and passion.

Top Three Traits:
1. Communication Skills: From my experience, listening to parents’ concerns and explaining strategies clearly has strengthened trust and teamwork.
2. Classroom Management: Consistent routines and positive reinforcement have been critical in creating a productive learning space.
3. Student-Centered Approach: Personalizing activities to suit individual needs has helped my students feel included and succeed.

[Heba Salem]

My survey results highlighted friendship, family, loyalty, religion, forgiveness, and compassion as my most important values.

[Heba Salem]

Gannah, I agree completely with your prioritisation of qualities. Passion, knowledge, and being a life-long learner are definitely the foundations of an effective educator. I particularly appreciate your point about flexibility – as you said, passion and knowledge naturally lead to being flexible in the classroom. I also think your example of the teacher who struggled with rigidity is very insightful. It shows how important it is to be open to new teaching approaches to meet the diverse needs of our students.
I also think it’s really smart that you picked those three qualities. They truly form the foundation of an effective educator. Your points about how these qualities impact classroom dynamics really resonate with me. Passion especially seems to drive everything else, and when it’s there, it sets the tone for everything we do in the classroom.

[Heba Salem]

I agree totally with your points, Nourhan.
Classroom management, clear communication, and building relationships are absolutely crucial for creating a positive and effective learning environment. Your examples really highlight how these traits play a key role in supporting young learners. I especially appreciate the emphasis on emotional support, which I believe is essential for fostering a sense of security and confidence in the classroom.

[Author]

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