by Terry Heick
Reflection is a fundamental principle of learning; it is therefore also a fundamental element of teaching.
Why this happens is a matter of humility. But how and when this happens – and with whom – is less clear. This is partly because reflection has several aspects: length, width and depth. A Z axis.
It’s whole.
As a sort of definition, reflect means to look at how something “happened” and see it for all its available parts and patterns: causes and effects; comparisons and contrasts; strengths and weaknesses; its characteristics; how close it was to what you expected; your emotions.
I planned this, and it happened like this, and now I’m thinking about this.
Reflection is therefore the bridge between what we do and what we can do better. It is the pause that allows for improvement, the silence that precedes understanding. And while this may seem like an abstract ideal, its effects are anything but.
What does reflection look like?
Reflection in teaching might look like this:
A teacher stops at the end of a lesson to take a quick note: What went well? What went wrong? How did the students react?
Collaborative conversations during professional learning communities (PLCs): Share successes, analyze failures and consider alternative strategies.
Examine student work with curiosity rather than judgment: What does this tell me about their way of thinking? What gaps do I see? What strengths can I rely on?
A mental reread at the end of the day: Think about the significant moments (successes, difficulties, surprises) and understand why they were important.
Reflection doesn’t always require structure, but structure can help. It’s a way of making reflection a habit rather than an afterthought. Reflection can be done alone or with others, formally or informally, in writing or in thought.
Thinking tools
To make thinking practical and actionable, consider tools like:
Logging: Keep a simple teaching journal. At the end of each day, write down three things: what worked, what didn’t work, and what you’re excited about for tomorrow.
Checklists or rubrics: These can be used to evaluate lessons or teaching strategies against specific criteria.
Student comments: Regularly solicit student feedback on what helps them learn. This can be done through surveys, open-ended questions, or informal discussions.
Video recording: Recording a lesson and reviewing it can provide an objective view of your teaching in action.
Reflection as a shared practice
Reflection does not have to be done in isolation. Collaborating with peers adds new perspectives and reveals blind spots. When teachers share their thoughts, it normalizes practice and creates a culture of growth within a school.
Ask your colleagues: What strategy have you used that has worked well recently? What is the challenge that you have thought about?
Participate in reflection protocols: Structured exchanges like the “Critical Friends” protocol offer a framework for sharing and analyzing educational practices.
The benefits of reflection
The benefits of thoughtful teaching ripple outward. For teachers, it promotes professional growth, sharpens self-awareness and restores meaning. For students, this creates better learning experiences and models the lifelong learning process.
Reflection does not aim to achieve perfection but to continually improve. It is the practice of aligning your actions with your beliefs, ensuring that your teaching reflects your core values and best intentions.
Reflection resembles an abstract idea, something not very specific and even a little mystical. Something we do in the shower on the way home when no one is around and we are free to wander in our minds. It is quite true that reflection occurs most easily, and in its purest and rawest forms, in circumstances where we – that is, our minds – are not otherwise engaged.
Reflection is not just a thing – a box to be checked in an elliptical cycle of learning. It’s as much about self-awareness, humility and affection as it is about timing, sequence and procedure.
I can see the teaching profession both as a sequence of steps and as the fulfillment of a design. It is both parts and a whole. Sciences and arts. Professional and people.
I know that nothing is ever perfect, so I strive to improve. I also know what can be improved within my means and what paths to follow to achieve this.
I believe in the endurance of knowledge and understanding, and I will apply everything I know to my craft.
With this type of examination, their thinking practice is more fruitful, a kind of plowing the earth to reap the crops. This is where non-abstractions come in: the tangible thinking tools, processes, and partners that allow us to socialize ourselves and our teaching, and benefit from the concrete practice of reflection.
The role of reflection in teacher development
When I use social media, I do so both out of practice and out of reflection. Mechanical actions lead to thought, and vice versa. I go through social media, check mentions and posts, and respond if it makes sense. These are entries. The result, as I understand it, is reflection.
If I read a tweet, interpret what I believe to be its meaning, find relevance in its message, and think – even briefly – about how I relate to it and to myself, I am approaching reflection.
Tweet: The dynamics behind social and emotional learning
My Reaction: What is the “big idea” of social-emotional learning? What do I know – and what I don’t know? What tools do I know of that could work here? Do I need a tool? Is it worth clicking? Should I save to Pocket without clicking? Click and read? RT without reading? Read, then RT? Favorites with or without reading? How am I spending my time on social media right now? Am I kidding, or should I be more intentional: this tool or idea addresses this need I have tomorrow.
If reflection takes place on social media – and it does – then it is both a matter of practice and habit – a tendency towards the kind of thinking that promotes change in your teaching. But it really has nothing to do with Twitter; this is just a simple example that many of you can relate to. These are the dimensions of reflection: the How, the When and the Who.
How does the reflection take place?
You could start with encourages reflective teaching. These – or others – may involve examining the ins and outs of teaching provided that they lead you to develop both an ability and a tendency to think for yourself.
There is of course a vulnerability that comes with thinking. Be honest, transparent, then be autonomous.
Thinking actually begins much earlier, alone, in your own mind, after something has happened. Then, it often happens with someone: a friend, a colleague or a loved one. Maybe even a student. Then you will probably think again, alone, now pushed further in your thinking by the “together” part. Writing about this topic again and then sharing it with others makes the reflection more complex and personal.
Sequence: Alone–>Together–>Alone
Reflection, among other patterns, often occurs alone (which is slow and passive), together (which is more immediate and active), and then alone again (again, slow and passive).
Sequence: During teaching–>After teaching–>After school
Reflection is also a question of timing. Reflection can take place at any time, but as soon as the event begins: the lesson, the evaluation, the meeting, the socrative discussion.
While teaching, How are you Really ? What adjustments seem necessary? What is most important here? Then immediately afterwards, how did it go (assessment), and how do I know (data)? After school, now that I’ve had a chance to “get away” from the event for a bit, what do I think about it now? What persists? What should I do differently next time? What would students say if they were right next to me?
Sequence: Students -> Colleagues -> PLN
And then, Who should I think with? Students? Colleagues? Professional learning networks? My partner? How is each episode different? What is worth talking about and forgetting?
How can I see reflection as a way of teaching, so that it is impossible to separate and detail, but rather is a method of teaching in every moment. thing is it always with me like a heartbeat?
What it means to be a reflective teacher
