Reflective teaching involves systematic self-examination of oneโs instructional practices. Teachers collect feedback from students, observe classroom events, analyse successes and failures and then adjust their strategies. This continuous cycle aims at improving teaching effectiveness. The stem clearly indicates frequent analysis of feedback and modification of strategies, which are defining features of reflective teaching.
Option A:
Reflective teaching requires openness to change and a willingness to question oneโs own assumptions. Teachers may keep teaching journals, engage in peer observation or use student feedback. Because the stem emphasises analysing what worked or failed and then modifying strategies, reflective is the correct completion.
Option B:
Traditional teaching tends to rely on established routines and may not actively incorporate systematic self-evaluation and change. It is often teacher-centred and resistant to altering methods based on feedback.
Option C:
Authoritarian teaching style emphasises strict control and obedience rather than reflective adjustment to learnersโ needs. Such teachers may ignore or discount feedback from students.
Option D:
Mechanical teaching suggests rigid, routine performance of tasks without thoughtful engagement, which contradicts the reflective process described in the question.
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