Ms. Thompson began by identifying her goals. She wanted to increase student engagement and improve their critical thinking skills. She started by observing her own teaching, taking notes on her instructional strategies, and reflecting on their effectiveness. She also began to seek feedback from her colleagues and students.
But Ms. Thompson didn't stop there. She continued to reflect on her teaching, seeking feedback from her students and colleagues. She kept a reflective journal, documenting her successes and challenges. She also began to analyze her students' data, looking for patterns and areas for improvement. Becoming a Reflective Teacher Dr. Robert J. Marzano.pdf
She started to incorporate more group work, discussions, and hands-on activities into her lessons. She also began to use strategies like think-pair-share, Socratic seminars, and problem-based learning. At first, it felt awkward and uncomfortable, but she persisted. She started by observing her own teaching, taking