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Our teaching only improves with practice and a reflective practice helps to focus and guide improvement. Char Booth states, “Reflective practice is the process of understanding and shaping your skills and abilities throughout the teaching process, not just assessing your performance at the end of an interaction. Metacognition is the internal element of reflection, while collaboration is its external element.” After you’ve finished teaching a session, take a moment to reflect on three questions.

What went well?
What could have gone better?
What would you do differently next time?


You might create a document where you track your responses to these questions each semester. When you teach the same session the next semester, return to your reflection and use it to revise your session plan and reconsider your teaching methods. You can also send yourself an email that you file away with your communication related to the session.


Booth, Char. 2011. Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators. Chicago: American Library Association.

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