Self reflection: the story of its place for teacher and student practice.

• Online Access: http://hdl.handle.net/2047/D20335141

The purpose of this study is to better understanding how a teacher facilitates student reflection in her classroom, as well as, how students make sense of the role of reflection in their learning. The following research question and sub questions guided this study: What does it look like to engage in teaching which employs a meaningful engagement with self reflection? Sub-questions: How does a teacher describe the facilitation of self-reflection in her students? How does a teacher describe her understanding of how students learn to reflect on their learning? How do students describe their own reflective learning processes? The researcher utilized a descriptive case study to better understand how students make sense of self reflection in a sophomore English Language Arts classroom. The following findings emerged from the study-1). Creating a classroom culture of reflection requires detailed and purposeful planning; 2). Lesson specific resources, collaborative activities, and time provide a conducive environment for student learning; 3). Reflective processes are most meaningful when involving a feedback loop; 4). Reflective processes yielded student accountability and self-awareness; 5). Students recognized improvement in their learning due to reflection. The review of the literature aligns with the findings that meticulous planning is necessary when facilitating reflection, students need scaffolding when engaging in reflective processes, feedback is an essential part of reflection, and reflection yields accountability, self awareness, and improvement. This study provides insight for teachers, administrators, and students as to the impact of reflective processes on one's learning--Author's abstract