Self-Reflections of Teaching
Reflective teaching is the foundation of meaningful growth in higher education, allowing faculty to examine not only what happens in their classrooms, but why it happens. Reflection can occur before teaching (as instructors plan with intention), during teaching (as they make real-time instructional adjustments), and after teaching (as they analyze student learning, feedback, and outcomes). It may take the form of journaling, peer observation, dialogue with colleagues, analysis of student work, course evaluation review, or participation in teaching communities. Through these reflective practices, faculty deepen their awareness of student learning, equity, instructional impact, and professional identity. When reflection becomes a consistent habit rather than an occasional task, teaching evolves from routine delivery into a dynamic, evidence-based, and responsive practice that continuously enhances both student success and instructional excellence.
Ideas for Engaging in Reflective Practice
- Write weekly reflections: What went well? What could be improved?
- Write a rationale for major assignments, ensuring each assignment aligns with learning objectives.
- Keep a teaching journal: Record observations, challenges, and new ideas throughout the semester to track your evolution as an instructor.
- Review course evaluations alongside your own reflections: Compare student feedback with your personal observations to identify patterns.
- Record a class session and self-review.
- Map your teaching philosophy to practice: Periodically revisit your teaching philosophy and evaluate how your current methods reflect your stated values.
- Conduct a “personal audit” of classroom interactions: Reflect on which students you call on, how you respond to questions, and the dynamics of inclusion and participation.
- Set start-of-semester goals: Define 2–3 specific teaching goals for the term and reflect mid-semester on progress and adjustments.
- Engage in a “pause and plan” review: After each major assignment or exam, assess how your teaching approach influenced student outcomes.
- Use a self-reflection prompt bank: Create or use a list of guiding questions (e.g., “What surprised me in this class?” “How did I adapt to student needs?”) to support structured reflection.
- Write a “teaching letter to self”: At the end of each term, write a brief letter summarizing what worked, what didn’t, and what you aim to improve for the next iteration.
Faculty Example
A Self-Reflection by Tonya Hays, MFA, Department of Communication, Media & Theatre
Summary
This was the first time I taught Directing at Mississippi State University. It is considered a capstone class for the theatre program. We focused heavily on developing the director’s skill set which included: Communication, Respect for Others and Being Open-Minded. Instructional Scaffolding was used to design assignments that built upon each other from directing a monologue with a single actor to directing a fully realized 10-Minute Play. This methodical approach allowed the students to review each step of the process which served to assist them in developing their own director’s skill set. Initially the students were very concerned about having to direct a fully realized 10 Minute Play. They were afraid there wouldn’t be enough actors, tech people and rehearsal spaces but all of this was accomplished through careful scheduling, collaboration, and commitment. Feed Back I obtained from the students at the end of the course supported this approach.
Areas of Success
- Use of Text: The text I used for the class was practical and provided strong support for the work the directors were doing. A website associated with the text provided useful forms available to the students for goal setting and evaluation. In addition to mini lectures led by me and group work, I asked students to present and lead discussions on the chapters. When students were asked “Was the text, The Art and Practice of Directing for the Theatre, useful to you?” they responded with the following:
- The textbook was great. It was readable and relatable.
- This is the first time in any class I have attended that we finished a textbook.
- I bought this book, and I will keep it. I learned a lot.
- Project Work: The Directing Students were required to find actors outside of class for the lab portion of the class. They were able to work with students from the acting class. Some of them selected people they knew in the theatre program while others worked with students not involved in theatre at all. This led to more people being involved and introduced to the theatre program. In addition, we advertised and held open auditions for the directors to have enough actors to cast the 12 plays. The students were thrilled that there were more than enough actors for the roles available and they enjoyed the audition process and collaboration. Feedback on this was as follows.
- There are so many new people interested in theatre.
- The 10 Minute Play gives new people a chance to participate without making the time commitment to a full play.
- I want to use someone not selected as actors to serve in an assistant director role.
Areas for Additional Improvement
- Continue to Improve Lecture: This was the first time I taught this capstone directing class and I think I can give more concrete examples in class of the work as described in the text. This semester we ended up starting a week later than was planned and we were out for an ice storm which limited some of the face-to-face class time. I know the students needed more time with blocking. That seemed to be the one area they were the most concerned about.
- Blocking is the hardest thing for me.
- This class was great but much of the time spent on the lecture book would have been better suited to time actually directing.
- Work with the MSU technical staff to obtain an approved format for the tech script the directors make to indicate sound and light cues and ensure they have them ready for the technical rehearsals by having them submit them early in class. Make sure two copies of the script are made and notated in whatever format tech directors would prefer before the tech rehearsal.
- Schedule the tech day and performance day earlier in the semester so the class could meet again and debrief and reflect as a group on the final performance. Student Comment was as follows.
- The shows were great, but it would’ve been nice to have had one more class meeting to talk about them.
As a faculty member I am constantly striving to improve my classes and evolve as a teacher based on feedback from students and my peers. I have worked with the Communication Pedagogy Roundtable (CPR) Summer Book Club Study group for the past five summers, reading the texts and also attending meetings throughout the year and this has impacted my teaching.
I now send out a welcome message prior to the students attending the following. Below is a sample of a message for playwriting.
Welcome to Playwriting. I am so excited to have you in class. I am Tonya Hays, and I will be your instructor for this class. I have an MFA in Theatre with an emphasis in Playwriting for Young Audiences. I was a first-generation college student. I have Bachelor of Arts in Theatre Education. For fun, I enjoy hiking, yoga, skiing, traveling, music and writing. In a previous life, I created a theatre program at a children's museum and have taught theatre formally to all age groups in grades k-12 as well as the university level. My summer was amazing in that I was able to travel to Poland and work with theatre and language development with students from Poland and Ukraine. They performed an original play called Mawmaw's Swamp Stories which engaged the artists and audience in an interactive experience of Cajun Louisiana. I had a blast writing and directing this piece. We had a terrific time!
I am passionate about the transcending and transforming power of theatre. Every semester I see students find their creative voice and find new confidence in theatre classes. Each of you will start from where you are individually, and we will build from there. Some of you come from extensive theatre backgrounds and others have little to no experience. We all have something to contribute to the class.
I want to invite you to the Theatre Meet and Greet at 6 PM in the McComas Theatre August 23. This will be a great time to learn about our upcoming season and the many ways you can become involved with Theatre MSU whether you are a major or not.
We must all value and respect diversity. Our various backgrounds and experiences will enrich our classroom. As we work together, we will grow through learning about each other. It is necessary to be in class to get the most benefit from it and our collaborative work. I look forward to seeing you in class!
Annotated Notes: Notice how the instructor describes the class and uses student feedback and her personal observations to highlight both strengths and areas for improvement. Additionally, the instructor identifies ways in which she has modified the class because of this reflection.