Teaching as a Reflection: Owning the Ripple Effect of Our Actions

Teaching is, at its core, a mirror. When students are engaged, inspired, and thriving, it reflects positively on the teacher’s approach, preparation, and ability to connect. Conversely, when students are disengaged, disruptive, or struggling, this too often mirrors the teacher’s state—whether it’s a lack of preparation, a misstep in communication, or simply an off day. In my early career, student misbehaviour was often the result of a poorly executed lesson transition!

This reflective nature of teaching isn’t just a classroom principle—it’s a life principle, echoing through our relationships, parenting, and even how we engage with authority or navigate challenges.

During a conversation with Carolyn Mason-Parker, Head of KIS International School in Bangkok, we discuss this notion of teaching as a reflection of … which leads to the use of apologies!

Timestamped Highlights:
00:30 Professional Development versus Professional Learning.

03:37 The importance of self reflection for change in teaching practice.

4:56 Why in-school PL needs to be delivered differently to classroom teaching.

6:15 Characteristics of PL that works!

7:09 Professional Learning to raise the sensible use of AI within a school.

11:20 PL needs to be cyclical.

13:00 The importance of implementation of ideas within a PL program.

15:27 “Am I ‘shooting myself in the foot’ in the classroom?”

16:20 The ‘I Blew It Slips’

17:30 The role of intuition in a teacher’s development … and the role that data plays.

20:50 Teaching as a reflection.

23:02 Apologies!

24:00 Final comments

28:00 End