4R-Based Reflection
Name: Nur Mohammed Iqbal Bin Sharulniza
Matric’s No: D20211098946
Course Code: BIP3073
Course Name: Reflective Practice in ESL Classroom
Course Group: D
Course Lecturer: Dr Intan Safinas Binti Mohd Ariff Albakri
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Table Of Contents
No. Content Page
1.0 Introduction 3
2.0 Teaching Approach 4
3.0 Belief System 5
4.0 4R-Based Reflection 6
4.1 Lesson Plan Information 6
5.0 Issues 7
6.0 Issue 1 4R Reflection 7
6.1 Recollection 7
6.2 Reaction 7
6.3 Relevance 8
6.4 Responsibility 8
7.0 Issue 2 4R Reflection 9
7.1 Recollection 9
7.2 Reaction 9
7.3 Relevance 9
7.4 Responsibility 10
8.0 Conclusion 11
9.0 References 12
10.0 Appendices 13
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1.0 Introduction
The assignment will focus entirely on the reflective practice of aspiring educators, in which I
am actively engaged. Teachers' engagement in reflective practice is an essential and dynamic
aspect of their professional development, serving as a pivotal factor in enhancing their
pedagogical abilities and the scholastic accomplishments of their pupils. Reflective practice
for teachers is founded upon the concepts put out by influential educators such as Dewey
(1933) and Schön (1983). It is an intentional and ongoing process of introspection and
analytical assessment of instructional techniques. As education advances, it is more crucial
for educators to participate in deliberate reflection (Boud, Keogh, & Walker, 1985).
It has been proven that reflective practice holds significant importance in the realm of
second-language teacher education. Reflection and reflective practice have become vital
elements of teacher education programmes globally. Reflective practice enables educators to
actively analyse and assess their teaching methods and professional growth, resulting in a
more profound comprehension of their instructional practices (Anani Sarab & Mardian,
2022).
In the following sections, I will elucidate my viewpoint on the Recollection, Reaction,
Relevance, and Responsibility Framework (4R) by drawing upon my encounters or those of
other educators in the field of teaching English as a Second Language (ESL). Before that, I
will initially elucidate my preferred methodology in teaching and my underlying belief
system to obtain a comprehensive understanding of my self-reflection.
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2.0 Teaching Approach
ESL instructors worldwide use several instructional methods. Technology-enhanced
learning (TEL) and Active Learning are popular tech-infused education methods. Inquiry-
Based Learning (IBL) will be my ESL teaching method going forward. Many things cause
this. First, IBL encourages deep, flexible learning. It lets students participate in meaningful,
real activities that go beyond facts and foster conceptual thinking. The method fosters critical
thinking, problem-solving, and communication, which students need for academic and
personal success. IBL encourages students to ask questions, research, and find solutions,
increasing their engagement.
Student participation in learning boosts motivation and pleasure. IBL encourages
student autonomy and differentiates education. Students choose subjects, ask questions, and
take charge of their education. Independent and adaptable study improves performance and
education ownership by catering to individual learning styles and preferences. IBL uses
simulations, manipulatives, and technology to engage and teach students (Gholam, 2019). I
would choose Inquiry-Based Learning (IBL) as my major teaching strategy since I love
teaching students critical thinking, based on Gholam's comments and my observations. This
supports my belief that teachers may dramatically impact youngsters. IBL is an effective ESL
teaching approach because it encourages meaningful conversations between teachers and
students.
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3.0 Belief System
I believe in my own words which are “Teachers are like a sword forge”. The reason for this is
the inherent procedures involved in forging a blade. Teachers not only impart knowledge, but
they also engage in the process of creation. They cultivate innovative and captivating
intellects for the next generation. Consider a teacher as a skilled craftsman who diligently
produces swords daily. Navigating through a forge's surroundings is challenging. This may
be seen as a representation of a classroom as a space inhabited by diverse intellects together
to acquire knowledge. However, overseeing and managing that group may be challenging, as
even exceptional teachers may have challenges, particularly in the realm of instruction.
Using a furnace, the sword forge melts raw metal for processing. Students have latent
intellectual and intrinsic classroom talents. Only careful education can shape students' brains
to the teacher's goals and enhance cognitive ability. I think dedicated instructors can mould
kids' minds like dough. Teachers have resources to educate intelligence. Molten metal is then
placed in a mould of various shapes and sizes. This supports the idea that teachers may
impact children's cognitive development in several ways. The metal will then solidify, much
of how students remember lesson content.
However, there is a caveat: if the metal lacks many coats, it will possess a diminished
strength and be prone to easy breakage. In the case of knowledge, without employing
effective retention tactics, it would inevitably go. This demonstrates that the subsequent
phase in blade production involves reheating the solid metal and subjecting it to hammering
to enhance its strength and durability. The "hammerings" and "heating up" may serve as
symbolic representations of homework, in-class projects, chores, and examinations.
Typically, pupils do not have a strong liking for those items, but it is undeniably the most
effective method to assist them in retaining knowledge. I contend that educators who
diligently monitor their student's progress are exemplary instructors who possess the ability
to positively impact the lives of their pupils.
After these steps, sword-making is complete. The forge will make a sturdy, attractive
sword. After years of study, educators should provide pupils with a strong mind and lots of
knowledge. Teachers will remain "facilitators of learning" to prepare students for the
workforce. I strongly believe in this, and IBL allows English as a Second linguistic (ESL)
teachers to mould their students' minds and unlock their existing linguistic knowledge to help
them learn new languages.
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4.0 4R-Based Reflection
The Queensland University of Technology (QUT) developed the 4R conceptual framework
for reflective writing. The 4R technique is beneficial in structuring their reflective writing. In
their remarks, they said that it helped them grasp the concept of reflection and provided them
with a systematic approach to follow through. The utilisation of the 4R paradigm was found
to be associated with gains in reflective thinking and writing abilities. If the 4R model is used
consistently, it can enhance the reflective capabilities of ESL teachers (Roberts, 2016).
From this section onwards, I will thoroughly explain my reflection on a lesson plan
that I have made and used before. The lesson plan will be put in the appendices of this report.
The reflections will be in this order; Recollection, Reaction, Relevance and finally
Responsibility.
4.1 Lesson Plan Information
Content Standards:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar
topics.
4.1 Communicate intelligibly through print and digital media on familiar topics.
Learning Standards:
2.1.3 Ask about and describe future plans or events.
2.1.4 Explain and give reasons for simple advice.
4.1.3 Narrate factual and imagined events and experiences.
Skills: Speaking (main) & Writing (complimentary)
Language Focus: Pronunciation
Students’ Proficiency: Beginner to Intermediate
Form: 1
Duration: 1 hour
Students: 35
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5.0 Issues
There are two main issues that I might experience during the lesson. The first issue regarding
the topic chosen and this can be foreseen while the “During-Lesson” activity is carried out.
The second issue is low-quality time management and this will affect everyone in the
classroom. I understand that time is an essential element and it is quite easy to lose track of it.
The issues will be reflected using the 4R method below. Each issue has its section to promote
better understanding for the reader.
6.0 Issue 1 4R Reflection
The issue is about the topic in the lesson plan.
6.1 Recollection
Recalling the lesson I designed, I employed the collaborative learning technique.
However, I am concerned that some students may not fully engage in the "During-
Lesson" activity. There is a possibility that they are not giving adequate attention to
their duties, and some students may fail to engage in proper discussions on each
other's inventions as advised. Upon observation, I have seen that granting students
more than 80% control over the course may not provide entirely favourable outcomes,
despite it being a more advantageous strategy in contemporary classrooms.
Considering the subject matter of Science and Technology, it may be evident that a
significant number of pupils lack sufficient prior knowledge in the field of innovation.
This deficiency is likely to persist and provide challenges in future classes. Therefore,
I am certain that implementing Inquiry-Based Learning (IBL) will enhance the
aforementioned problem. I chose to create a lesson plan that does not rely on a
textbook because I wanted to have greater control over the content I teach my pupils,
aligning it with my chosen teaching methodology.
6.2 Reaction
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The concerns that were going through my mind made me want to change the whole
lesson. As a teacher, it's my job to make sure that all of my students show up and get
the most out of each lesson. Concerns that the subject was too complicated led me to
rethink the whole lesson and consider using a textbook-based method to make it more
organised and efficient. I initially thought that my lesson plan would be good enough
because I think that teachers should be able to challenge themselves and their students
while also including a range of projects and tasks in their lessons. Following a careful
examination, I have concluded that it may not be the best of plans after all but I would
want to make it work for my students.
6.3 Relevance
Referring to Haywood (2014), cognitive education is a teaching and learning
technique that focuses on the development of systematic logical thinking and the
application of cognitive and metacognitive principles across diverse curriculum areas
to improve learners' cognitive functioning and academic accomplishment. Given what
I had understood by that, this is why I want to employ IBL and focus on cognitivism
in my ESL classrooms. I can see that cognitivism can be a great theory that may
become a practical element if applied properly. Many new feats can be achieved in
ESL classrooms if teachers, like me, help unlock the powerful minds of the students. I
wholeheartedly support IBL and cognitivism. It is very interesting because it taps
deeply into the science of education. This is why I thought my approach to using
“Science and Technology” as the topic in my lesson plan was viable enough to help
foster the minds of the students. That is a topic that is discussed daily all around the
world and I was sure that my students would have pre-existing knowledge about some
of the issues regarding the topic.
6.4 Responsibility
I believe that while developing a new lesson plan, I should always consider my
students' level of ESL competency because, after all, they are the ones attempting to
learn anything for the class. I need to be more conscious of the activities and themes I
include in my lesson planning.
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7.0 Issue 2 4R Reflection
The issue is about time management.
7.1 Recollection
Furthermore, I may fail to adequately supervise my time management abilities,
resulting in a delay of several minutes in the session. While I possess commendable
time management abilities in several aspects of my life, it remains uncertain if they
would suffice in teaching-related scenarios. While initially confident in the smooth
progression of each procedure throughout the lesson, I anticipate that the occurrence
of setbacks due to the first issue may prolong the completion of the "During-Lesson"
activity and subsequently delay the "Post-Lesson" activity as well.
7.2 Reaction
I would feel inexperienced if my class were prolonged due to time management
concerns. Upon evaluating the formulated lesson plan, I have determined that due to
temporal limitations, not all students in my class will be allowed to engage in a
discussion on their accomplished work. If I were to ensure that all of them had that
opportunity, the class would undoubtedly be prolonged, disrupting both my schedule
and the schedules of my pupils. I have always been cautious about time, but when I
devised the lesson plan, I believed that I could do it within a single hour. However,
upon considering my students' varying levels of English ability, I am now certain that
the session will require a significantly longer duration.
7.3 Relevance
Sahito et al (2016) confirmed that time management has a direct correlation to student
achievement; if public primary school teachers engage in proactive and thoughtful
planning, they may one day be able to breed a new generation of highly bright
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citizens. This is why time is considered such a crucial aspect that must be taken
seriously.
7.4 Responsibility
In the future, I must develop lesson plans that have a well-defined and adaptable
approach, taking into account the individual learning styles of my students. I need to
routinely monitor their progress and assess their efficiency in completing assigned
tasks. By doing this, I will be able to approximate the duration of each segment of my
lecture. Efficiency is crucial, and I have no intention of squandering anyone's time.
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8.0 Conclusion
To summarise, after carefully considering all the points discussed, I maintain that my lesson
plan is satisfactory, but it requires a thorough examination of all viewpoints and aspects to
enhance its quality. I strongly advocate for a teaching strategy that prioritises the student's
needs and encourages collaboration, since it aligns with my enthusiasm for using cognitive
theories in inquiry-based learning. Ultimately, I have confidence in my abilities as a
prospective educator to create more effective instructional strategies for my English as a
Second Language (ESL) classes.
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9.0 References
Anani Sarab, M. R., & Mardian, F. (2022). Reflective practice in second language teacher
education: a scoping review. Journal of Education for Teaching, 49(5), 1–17.
https://doi.org/10.1080/02607476.2022.2152316
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning.
Routledge.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the
educative process. Houghton Mifflin.
Gholam, A. (2019). Inquiry-Based Learning: Student Teachers’ Challenges and Perceptions.
Journal of Inquiry & Action in Education, 10(2), 2019.
https://files.eric.ed.gov/fulltext/EJ1241559.pdf
Haywood, H. C. (2013). What Is Cognitive Education? The View From 30,000 Feet. Journal
of Cognitive Education and Psychology, 12(1), 26–44. https://doi.org/10.1891/1945-
8959.12.1.26
Sahito, Z., Khawaja, M., Panhwar, U. M., Siddiqui, A., & Saeed, H. (2016). Teachers’ Time
Management and the Performance of Students: A Comparison of Government and P
rivate Schools of Hyderabad, Sindh, Pakistan. World Journal of Education, 6(6).
https://doi.org/10.5430/wje.v6n6p42
Roberts, P. (2016). Reflection: A Renewed and Practical Focus for an Existing Problem in
Teacher Education. Australian Journal of Teacher Education, 41(7), 19–35.
https://doi.org/10.14221/ajte.2016v41n7.2
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic
Books.
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10.0 Appendices
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