Carol Rogers Reflective Model: Video Analysis

Transparency in education is a necessary discourse to ensure quality pedagogical practices are implemented throughout the learning environment. This ensures that teachers remain objective to the needs of their students, especially in terms of teacher ideology, classroom climate, and teacher pedagogy. In saying so, to fulfill my final requirement for EDUC 516, I’ve been tasked to select a video to observe and focus on the areas named above. This video is approximately 48 minutes long, where I will be using a moment from segments 04:59 to 08:02. I will be employing the Carol Rogers reflective model, which is a brilliant model when apply provides clarity enabling teachers to make informed decisions to enhance their classroom climate, teacher ideology, and teacher pedagogy. As Rogers (2002) explains, …student learning should guide teaching. Teachers’ classroom practices must be seen as an integrated, focused response to student learning rather than as a checklist of teaching behaviors (p.233).

Mrs. Smith created an environment that allows students a primary role in their pursuit of knowledge, through the lens that each student is unique, but most importantly targets students potential. Another noteworthy aspect of Mrs. Smith’s ideology is her various perspectives of educational expressions. She provided her students the “what, how and why” of learning, which many may confuse with teacher pedagogy. On the contrary, in this case, it refers to her rooted ideologies and how they are showcased in the classroom. In other words, Mrs. Smith gave each student the tools needed, by placing equal expectations on her students, to see the lesson fruition. This, I believe, is the start of neutrality in teacher ideology that adheres to the call of salient changes in ideology that has been echoing for