how reflective practice improves teachers' classroom teaching skill?

ISSN-L: 2223-9553, ISSN: 2223-9944Vol. 4 No. 1 January 2013Academic Research Internationalteachers or does not like share power with students. The above analysis shows that majorityof the teachers prefer to involve students in the classroom activities.Table 4. Reflective teachers evaluate the taught lesson effectivelyNo. of Respondents Agreed (A) Unknown (U) Disagreed (DA)20 19 01 0Percentage (%) 95% 5% 0%Reflective teachers evaluate the taught lesson effectively20100Agreed Unknown DsiagreedTable 4 shows that out of twenty teachers 95% responded that they could evaluate theirtaught lesson more effectively. According to them it became possible as they did reflect ontheir student learning outcomes after each lesson by asking questions, giving them test and soon. Only one teacher showed anonymity. The reason could be that either the teacher did notlike to share response or did not know how to evaluate the students learning outcomeeffectively.Table 5. Reflection empowers teachers to bring changes in classroom teaching stylesNo. of Respondents Agreed (A) Unknown (U) Disagreed (DA)20 12 05 03Percentage (%) 60% 25% 15%Reflection empowers teachers to bring changes in classroomteaching stylesAgreedUnknownDsiagreedIn the above table 5 majorities of the teachers 60% responded that they bring changes in theirteaching styles as per learner’s need and classroom environment. On the contrary fiveteachers said that they did know about it. It could be due to their indifference or they likedstatus quo. Only three teachers opposed this. It shows that majority of the teachers likewww.journals.savap.org.pk78Copyright © 2013 SAVAP Internationalwww.savap.org.pk