Assumption and Reflection: Turning Signs to Evidence

  Hello,dear collegues!As a language teacher, I often make assumptions about what students know, how they learn, and how engaged they are in the learning process. However, if these assumptions are incorrect, the effectiveness of my lessons may be compromised. Teachers should gather real information through tests, student feedback, and classroom observations to improve their decision-making. Employing research-based methods, such as experimenting with different teaching strategies and collaborating with colleagues, can enhance lesson effectiveness. Keeping a teaching journal and discussing ideas with other teachers also contributes to professional growth. When teachers base their decisions on actual evidence rather than guesses, students learn better I think.  

Hello! I also want to share my experience. I have been working as a teacher for the first year, and to be honest, reflection is not my strongest side in the classroom. But we all learn from mistakes. That is why I recently approached this issue thoroughly. In this way, I made methodological material for students for good feedback in order to better understand my students and improve the learning process, and in this way I want to improve my differentiated approach in teaching. My story is the very case: expectation - reality and theory - practice. That is why in this case I agree with Leila! And thanks to your story, I learned something new! 😊

Assumption and observation are some of the most important things that we can even unknowingly use when working with different classes. Based on how students react to the introduction of new elements or formats in the lesson, we can assume how interested they are in this and what aspects can be improved. It is important to understand that the appropriate task format depends on many factors. For example, the classroom environment, the age group of students, the language level of students, and so on. In order to effectively adjust your innovations, it is very important to receive feedback from the class you are working with.

Reflecting on teaching practice is essential for moving from assumptions to evidence-based decisions. The first step is recognizing assumptions and questioning whether surface-level observations, such as distracted students or difficulty with assignments, truly reflect the situation. Setting clear objectives is crucial to focus the reflection process. Systematic observation, using tools like checklists or video recordings, helps gather unbiased evidence. Engaging students through surveys or informal feedback provides additional insights into their perspectives and needs. Experimenting with new strategies and analyzing the results allows teachers to identify what works best. Collaboration with colleagues also offers fresh perspectives and challenges assumptions. By continuously reflecting, revising, and documenting findings, teachers not only improve student outcomes but also grow professionally. Reflective practice fosters a deeper understanding of teaching and ensures decisions are grounded in evidence, not assumptions.

In my teaching practice, I have often made assumptions about what works or does not work based only on superficial observations. For example, if students seemed disengaged during a lesson, I would immediately assume that the material was too difficult or boring. However, I soon realized that my assumptions were not always correct.One strategy that I found particularly helpful was to write down the lesson evaluation and what went well and poorly or when students had the most difficulty. Over time, this helped me identify patterns and areas for improvement. I started to make more dynamic assignments and include topics that were of interest to the students to capture their attention.Another approach I used was to gather information through student feedback on class hours. I created anonymous surveys where students could share their thoughts about the lessons. What they liked or disliked, their thoughts on topics and tasks. Their responses surprised me and provided different perspectives. For example, I once assumed that a certain writing activity was ineffective because it was too difficult for students to comprehend. But their feedback revealed that they enjoyed it - they just needed more time to think, because those tasks were directed to answering personalized questions. The same goes with group work, I didn’t appreciate it much, because I thought it was not effective. Right now group work is the core part of almost every lesson because I dispelled the assumption that it’s pointless with the help of one of the teachers who introduced me to the wonders of this type of work.For me, moving from assumptions to evidence-based decisions is not just about moving on from things that are not working to something else, but finding out why they’re not working and how to improve that gap.

One key step in moving from assumptions to evidence-based decisions is observing students more systematically. This means not just noticing their behavior in the moment, but also tracking patterns over time. Some helpful strategies include:
Collecting Data: Keeping records of students’ progress, their responses to different activities, and their engagement levels.
Reflection Journals: Writing reflections after lessons helps me understand what worked, what didn’t, and why, allowing me to challenge my assumptions.
Seeking Student Feedback: Asking students about their learning experiences, either informally or through surveys, helps identify the reasons behind disengagement or struggles.
Action Research: Testing small changes in the classroom and observing the results helps guide decisions based on evidence.
These steps have helped me make more thoughtful, evidence-based decisions rather than relying on assumptions.