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Date Posted: 05:46:31 05/04/07 Fri
Author: MARIANNA MUZZI
Subject: TASK TWO - PEER EDITING TO CRISTIANE (NOITE) - MARIANNA MUZZI

UFMG – Faculdade de Letras
Disciplina: Produção de Textos
Professora: Adriana Tenuta
Aluna : Cristiane Salles Tinôco Martins


When we talk about Reflective teaching, the concepts behind this practice can be a little bit confusing. Some people may think that is something we do without any kind of formal register, planning or studying. The theory, although not so recent, has used different and conflicting terms to define reflective teaching and many other authors tried to define what they call “Reflective practice” in order to avoid the shallow interpretation mentioned here. Here we are going to examine three different kinds of reflection: Reflection-in-action, Reflection-IN-action (Ww) and Reflection-for-action. It is of paramount importance to understand each KIND OF REFLECTION TO START THINKING ABOUT (R) our routines inside and outside the classroom.
The first notion of reflection is called Reflection-in-action (Schon 1987). For this to occur, the teacher has to have a kind of knowing-in-action. It has to do with the decisions and thoughts inside the classroom. Reflection-in-action is concerned with thinking about what we are doing while we are doing it. This thinking is supposed to reshape what we are doing. So, THERE IS A SEQUENCE OF MOMENTS AND WHEN WE ARE REFLECTIVE (R a little confusing), after we give a spontaneous ROUTINIZED (Bw) response to a situation, we think critically about the reaction and it gives rise to on-the-spot experimentation. We think up and try out new actions INTENDED (X) to explore newly observed situations.
The second notion of reflection, reflection-on-action, deals with thinking back on what we have done to discover how our knowing-in-action may have contributed to an unexpected action. This includes thinking about the way we think, and not only about our decisions or certain behaviors.
The third notion of reflection, reflection-for-action, it is a proactive concept. We can describe this as the desired outcome of both previous types of reflection; however it is not so much to revisit the past or to become aware of the steps of the process of teaching and learning, but to guide future action (Q). It has a more practical purpose.
As we could see here, rethinking about our practice is not only a matter of “letting it happen”, but it requires planning and a lot of effort, once it is time consuming. It is of paramount importance to understand each kind of reflection to start thinking about our routines inside and outside the classroom.


Bibliography:
Pennington, M. 1992. Reflecting on teaching and learning: A development focus for the second language classroom. In Perspectives on Second Language Classroom Teacher Education. eds. J. Flowerdew, M. Brock, and S. Hsia. Kowloon: City Polythenic of Hong Kong
_______. 1995. The teacher change cycle. TESOL Quartely, 29, 4, pp.705 – 731
Richards, J. 1990. Beyond training: Aproaches to teacher education in language teaching. Language Teacher, 14, 2, pp 3- 8
Schon, D. A. 1987. Educating the reflective practitioner: Towards a new design for teaching and learning in the profession. San Francisco, CA: Josey-Bass Publishers.

Comments:
The introduction was well written. The thesis statement is clear and contains only one debatable idea.
The paragraphs were well structured and each contained only one idea. The topic sentences were clear and discussed.

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