Document Type
Article
Publication Date
Spring 2025
Abstract
This study explored how consistent self-reflection can support teacher growth and improve instruction. Over a four-week period in a 7th-grade computer science class, I used daily reflections, journal entries, and informal observations to see how reflection influenced my teaching and student engagement. Small, regular check-ins after each class helped me adjust lesson pacing, improve transitions, and respond more intentionally to student needs. Themes like time management, classroom flow, creativity, and collaboration came up often, but student engagement was mentioned the most. Without major changes to the curriculum, reflection helped me teach with more purpose and confidence. While this study focused on one teacher, the results suggest that consistent reflection can lead to meaningful improvements in the classroom.