Many teachers and researchers talk about reflective practice, and how important it is, but the reality is that teachers are extremely busy. A teacher’s “free time” is often a matter of correcting papers and tests, wolfing down lunch, attending to duties, making copies, and preparing for the next class period. There is often little or no time to reflect on pedagogy, not to mention on a detailed basis for each student. That vital reflection time can be built into the school day during seminar.
Adopting the role of facilitator will provide some of the best teacher professional development in the form of “action research.” For beginning facilitators, the learning is often through trial-and-error. By trying a question out on their first-period class, and if it flops, trying a different question, those teachers eventually will understand which questions work universally and why.
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