{"id":2866,"date":"2026-10-21T09:53:33","date_gmt":"2026-10-21T13:53:33","guid":{"rendered":"https:\/\/www.citadel.edu\/ceitl\/?page_id=2866"},"modified":"2026-10-21T09:55:09","modified_gmt":"2026-10-21T13:55:09","slug":"reflecting-on-your-teaching","status":"publish","type":"page","link":"https:\/\/www.citadel.edu\/ceitl\/reflecting-on-your-teaching\/","title":{"rendered":"Reflecting on Your Teaching"},"content":{"rendered":"\n

Strong teachers keep learning. A little reflection goes a long way. It helps you see what\u2019s working, adjust what isn\u2019t, and keep growing as a teacher. Reflection works best when it draws on more than your own impressions, including feedback from students, colleagues, and research.<\/p>\n\n\n\n

Four Lenses for Reflection<\/h3>\n\n\n\n

Stephen Brookfield describes four lenses that help teachers see their practice more clearly (Brookfield, 2017):<\/p>\n\n\n\n

Lens<\/th>What it shows you<\/th>How to use it<\/th><\/tr><\/thead>
Students\u2019 eyes<\/td>How students experience your teaching<\/td>Mid-semester feedback, end-of-course evaluations, and quick classroom checks<\/td><\/tr>
Colleagues\u2019 perceptions<\/td>What a peer notices that you might miss<\/td>Peer observation, the Teaching & Learning Showcase, and conversations about teaching<\/td><\/tr>
Your own experience<\/td>How your experiences as a learner and teacher shape your choices<\/td>Quick notes after class on what worked and what to change<\/td><\/tr>
Theory and research<\/td>What research says about how students learn<\/td>Teaching books, articles, and CEITL resources<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Gather Student Feedback<\/h3>\n\n\n\n

Mid-Semester Feedback<\/h4>\n\n\n\n

Asking for feedback halfway through the semester gives you time to make changes while students are still in your course.<\/p>\n\n\n\n

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  1. Ask a few short questions.<\/strong> Use an anonymous, ungraded Canvas survey with questions such as:\n