Front page > Power Tools > How-To > Getting Organized > Teacher's Self-Reflection Checklists
Sometimes it helps to plan to be thoughtful...where it isn't enough to just jump in and ask yourself questions. Instead, you may need to actually research the questions first. The following checklists were compiled by one of our readers as a starting point for just that process.

Teacher Self-Reflection Checklist-English

  1. Do I provide students with exemplary models of oral and written language?
  2. To what extent does my questioning foster critical and creative thinking?
  3. Do I encourage students' questions and curiosity?
  4. Do I encourage students to rethink, reorganise and refine their oral and written ideas?
  5. Am I encouraging students to listen and respond to the remarks of their peers during large and small groups discussions?
  6. Am I providing sufficient opportunity and time for students to work independently, in pairs and in small groups?
  7. Do I collaboratively structure language and learning experiences with students?
  8. Does my classroom environment encourage students to take risks during speaking and writing activities?
  9. Do I provide a variety of resources and experiences to meet the needs of all students?
    To what extent do I assist students in setting purposes for reading, in relating material to previous experiences, and in constructing meaning from printed text?
  10. Do I encourage and enable students to access and use a wide variety of resources?
  11. Do classroom resources reflect fair, equitable and accurate portrayals of peoples of different cultures, ages and genders?
  12. Am I aware of how culture and gender influence students' interaction and communication styles?
  13. Do Students see me as one who appreciates and enjoys reading and writing?
  14. To what extent are my assessment techniques fair and appropriate for evaluating progress and for making instructional decisions?

Teacher Self-Reflection Checklist-Math

  1. Was there sufficient probing of the children's knowledge, abilities and processes?
  2. Were the assessment techniques appropriate for the children information required?
  3. Were the assessment conditions conducive to the best possible performance of the children?
  4. Were the assessment techniques fair/appropriate for the levels of the children's abilities? Consider gender, culture and language aspects.
  5. Was the range of information collected from students sufficient to make interpretations and evaluate progress?
  6. Were the results of the evaluation meaningfully reported to students, parents/caregivers, and other educators as appropriate?
  7. Do I encourage the children's questions and curiosity?
  8. Do I encourage the children to rethink, reorganise and refine their oral and written ideas?
  9. Am I encouraging the children to listen and respond to the remarks of their peers during large and small groups discussions?
  10. Am I providing sufficient opportunity and time for the children to work independently, in pairs and in small groups?
  11. Does my classroom environment encourage the children to take risks during oral presentations?
  12. Was the range of the children's information collected sufficient in order to make interpretations of progress? Could the results of the evaluation be meaningfully communicated to both children and parents?
  13. Do I encourage and enable children to access and use a wide variety of resources?
  14. Do classroom resources reflect fair, equitable and accurate portrayals of peoples of different cultures, ages and genders?
  15. Do I provide a variety of resources and experiences to meet the needs of all children?
  16. To what extent are my assessment techniques fair and appropriate for evaluating progress and for making instructional decisions?
  17. Am I aware of how culture and gender influence children's interaction and communication styles?

Teacher Self-Reflection Checklist-Science

  1. Was there sufficient probing of the children's knowledge, abilities and processes?
  2. To what extent does my questioning foster critical and creative thinking?
  3. Do I encourage the children's questions and curiosity?
  4. Do I encourage the children to rethink, reorganise and refine their oral and written ideas?
  5. Am I encouraging the children to listen and respond to the remarks of their peers during large and small groups discussions.
  6. Am I providing sufficient opportunity and time for the children to work independently, in pairs and in small groups?
  7. Does my classroom environment encourage the children to take risks during speaking and writing activities?
  8. Were the assessment techniques appropriate to the type and quantity of the children's information needed?
  9. Did the children complete the assessment under conditions promoting the best possible performance?
  10. Was the range of the children's information collected sufficient in order to make interpretations of progress? Could the results of the evaluation be meaningfully communicated to both children and parents?
  11. Do I encourage and enable children to access and use a wide variety of resources?
  12. Do classroom resources reflect fair, equitable and accurate portrayals of peoples of different cultures, ages and genders?
  13. Do I provide a variety of resources and experiences to meet the needs of all children?
  14. To what extent are my assessment techniques fair and appropriate for evaluating progress and for making instructional decisions?


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