Reflection in Teaching

Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.

Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimentalstrategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.

Wildman and Niles observed that systematicreflection on teaching required a soundability to understand classroom events in an objectivemanner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian ... and not rich or detailed enough to drivesystematicreflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objectivemanner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.

Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.

Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or evencompelling idea."

The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obviousreason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.

The word "justified" in the passage is closest in meaning to

A. supported

B. shaped

C. stimulated

D. suggested

Justify: Proof. A is support; B is development, formation; C is stimulation; D is suggestion, suggestion. Just think of justice means justice, so A's support is correct. Corresponding to the original: This was justified by the view that reflective law could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching. Sentences justify the point of view. Look at the contents of the two, before that teachers benefit from reflection, behind the reflective practice to help the teacher, so the meaning of the two should be the same, that is justify is a positive word, BCD are neutral, so it is not right.

According to paragraph 1, it was believed that reflection could help teachers

A. understand intellectual principles of teaching

B. strengthen their intellectual connection to their work

C. use scientific fact to improve discipline and teaching

D. adopt a more disciplined approach to teaching

With help teachers keyword-targeted to the last sentence: This was justified by the view that reflective that could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of Knowledge in the discipline of teaching. Help teachers to participate in teaching more intellectually, so the answer is B, where the degree of rewriting is relatively large, and all are easily misplaced. A's understanding of the concept of stealing, the original statement is to deal with uncertainty of discipline; C and A is the concept of stealing, the original scientific fact and discipline is a tie, there is no purpose relationship.

The word "flourish" in the passage is closest in meaning to

A. continue

B. occur

C. succeed

D. apply

Flourish: prosperous and prosperous. A is a continuation; B is an appearance; C is a success; D is an application. So C's succeded correctly. Corresponding to the original: Wildman and Niles were interested in investigating the conditions under which reflected perhaps flourish�a subject on which there is little guidance in the literature. The original said that these two individuals were interested in the investigation, the investigation was about reflection in some cases How is it? This sentence alone or even in the paragraph is not a good guess, but the full text is said that the reflection is very good, so it should be a good word, A continued B application D application is not reliable.

All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:

A. It was designed so that teachers would eventually reflect without help from others.

B. It was used by a group of teachers over a period of years.

C. It involved having teachers take part in discussions of classroom events.

D. It involved having teachers record in writing their reflections about teaching.

A's without help synonymous with the little guidance of the first sentence: Wildman and Niles were interested in investigating the conditions under which reflection might flourish�a subject on which there is little guidance in the literature. A correct, not selected. In the same way, it can also be seen from the independent of the last sentence that it is ultimately independent and completes the reflection without help; the discussion of C is synonymous with that of the last sentence of the original text. B's a period of years is keyword oriented to the second sentence: they designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. B is correct, not selected; D's writing did not say, wrong, choose.

According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that

A. the number of teachers involved in their program was too large

B. the concepts of teacher reflection were so abstract that they could not be applied

C. the ideas involved in reflection were actually not new and refreshing

D. several years would be needed to acquire the habit of reflecting on their teaching

Worried keywords positioning to the third sentence of thecern:They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge Say they are worried that teachers feel that the gap between teaching theory and reality is insurmountable, so B is correct and nothing else is mentioned.

The word "objective" in the passage is closest in meaning to

A. unbiased

B. positive

C. systematic

D. thorough

B objective, objective, object objects, objects, so A's unbiased is not biased correctly. There is also an objective in the penultimate sentence, so you can use the last sentence to make a guess. The last sentence says that teachers are more willing to stay out of the house to evaluate the whole thing. Being impersonal means being objective. It is easy to mistakenly choose systematic. Systematic and thoroughness are similar in meaning to some extent, so they are not selected. Positive positive positives have nothing to do.

According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?

A. Correctly calculate the amount of time needed for reflection.

B. Provide sufficiently detailed descriptions of the methods they used to help them reflect.

C. Examine thoughtfully the possible causes of events in their classrooms.

D. Establish realistic goals for themselves in practicing reflection.

C This problem is more difficult, the lack of keywords in the stem, exclusion. A's time keyword positioning to the third sentence, the original said that there is no time to do, the option that the calculation time, is not the same thing, wrong; B's detailed descriptions do keyword positioning to the second sentence, the original teacher said on the reflection The understanding is not meticulous enough, the answer says that the description of the method is not detailed enough, not the same thing, and it is not selected; the cause of C is synonymous with the contributory factors in the last sentence of the original text. The original text says evaluate rather than review, that is, there is no reason for the review. The cause with C is the synonymous substitution, correct; D did not mention it.

How is paragraph 4 related to other aspects of the discussion of reflection in the passage?

A. It describes and comments on steps taken to overcome problems identified earlier in the passage.

B. It challenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.

C. It identifies advantages gained by teachers who followed the training program described earlier in the passage.

D. It explains the process used to define the principles discussed later in the passage.

A asked the entire sentence to see the first sentence, saying that it is very important to help these teachers change their thinking about classroom events. The previous paragraph stated that many teachers face problems arising from classroom incidents, so this section proposes solutions. Method, so the answer is A. This paragraph and the previous paragraph is not a contradiction between, so B's challenge is wrong; this paragraph is just to state the facts, did not say follow teachers have any advantage, so C's advantages are wrong; from the contents of this paragraph can not see and the next paragraph What to contact, so D is wrong.

The word "compelling" in the passage is closest in meaning to

A. commonly held

B. persuasive

C. original

D. practical

Compelling: compelling and convincing. A is usually held; B is convincing; C is primitive; D is actual. So persuasive is persuasively correct. Corresponding to the original: Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea. The most important thing that we learned is that Just because this is a good note, even a compelling note. In the sentence, there is a progressive relationship between compelling and good, so it should be better than good, and the ACD cannot express this meaning.

According to paragraph 6, teachers may be discouraged from reflecting because

A. it is not generally supported by teacher educators

B. the benefits of reflection may not be apparent immediately

C. it is impossible to teach and reflect on one's teaching at the same time

D. they have often failed in their attempts to become reflective practitioners

B This problem is more difficult, lack of keywords in the stem, exclusion. A's educators do keyword positioning to the penultimate sentence, the original saying educator thinks it's a good thing, the option says no, supportive, and wrong; B has no obvious keywords, but the penultimate sentence says that reflective practitioner needs extra work. Unclear, there are few returns at first, that is, B will not see the benefits at first, but neither C nor D will mention them.

Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information

A. The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.

B. Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.

C. Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.

D. There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.

C: The original dash is followed by an example, and the main part is: There are many unknown questions about motivation. A changed the original trunk, wrong; B mixed the example and the trunk, changed the original structure, wrong; C correct; D has a certain deceptive, behind the original dash is only one of many unknown problems, D did not mention the trunk Many unknown problems, wrong.

However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment..

A

B

C

D

C, two transition points, how and teaching environment, teaching environment coincide with teaching situation of the fifth paragraph, and confirm C or D. D said after the first, said three principals before, so the transition is tight, ruled out, correct answer C. The fourth paragraph says that changing thinking requires time and manpower. However a turning point begins to say that changes in the teaching situation will change the effect of thinking, so however is just right here.

Wildman and Niles have conducted research on reflection in teaching.

A.Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.

B.Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.

C.Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.

D.Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.

E.There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.

F.Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect.

BDE

The structure of this paper is rather special in TOEFL reading. It is a review of the study and mainly introduces two people's research on the practice of education reflection.

The first paragraph said the importance of educational reflection.

The second paragraph says that W and N have studied the conditions for implementing reflective education.

The third paragraph is still a study of the conditions for implementing reflective education, emphasizing sound ability to understand classroom events in an objective manner.

The fourth paragraph continues with three paragraphs, emphasizing that training can be achieved through education.

The fifth section introduces the three principles of implementation of educational rethinking discovered by W and N: leadership support, time and space, and team atmosphere.

The last paragraph said that W and N emphasize difficulty, and others' research emphasizes the importance of motivation.

The guide sentence is a summary of the article.

The A(through) option is wrong. The original is just that the reflection is good for the teacher. It has nothing to do with the student.

The B (Wildman and Niles found) option corresponds to the fourth paragraph of the original text, correct.

The C (Wildman and Niles identify) option seems to correspond to five paragraphs. It is somewhat confusing. The original text emphasizes the team and emphasizes leadership support. It does not say that individuals can handle it. Therefore, this option is wrong and should not be chosen.

The D (Wildman and Niles conclude) option corresponds to the three principals in the fifth paragraph of the original text, correct.

The E (There are) option corresponds to the two parts of the sixth paragraph of the original text and is correct.

The F(Whether) option seems to correspond to the second half of the original paragraph, but the original only speaks of motivation, and does not speak of nature and intensity.