Student Teacher Reflection Strategies: How to Improve Your Practice with PMI

Guest Post by Chloe Grantham: The Power of Reflective Teaching for Preservice Educators

Hello EduMagicians!

This week, I’m thrilled to share a guest post from Chloe Grantham, a fourth-year preservice teacher at Charles Darwin University in Australia. Chloe has been studying since 2012, mostly part-time—and is now preparing for her final placement. In this post, she highlights the importance of reflection in teaching, no matter where you are in your journey as an educator.

Social media has played a powerful role in helping Chloe prepare for her final placement. Through platforms like Instagram and Twitter, she’s connected with preservice and graduate teachers from around the world. Despite our different locations, we share similar emotions—nerves, excitement, and most importantly, passion. These connections have helped us support one another, share strategies, and adapt our teaching practices through trial and error.

Why Reflection Matters for Student Teachers

One of the most valuable habits Chloe recommends for preservice teachers is daily reflection.

Reflection helps you evaluate your lessons, classroom interactions, and overall teaching experience. Ask yourself:

• Did it work?

• Why did it work?

• What didn’t go well—and how can I improve?

Early in her journey, Chloe found herself writing lengthy reflections focused mostly on what went wrong. She rarely acknowledged the positives or the interesting moments that made each lesson unique. That changed during a practical experience in Malaysia, where the Director of Education introduced her to the PMI reflection method—Positive, Minus, and Interesting.

This simple yet effective framework transformed Chloe’s approach to reflection. It allowed her to focus on key aspects of each lesson without getting overwhelmed by unnecessary detail.

Try the PMI Reflection Method

Here’s a real example from Chloe’s lesson on Indigenous Art with Year 6 students at Tenby International School in Penang, Malaysia:

Positive:

• Art supplies were organized, making transitions smooth.

• Students were highly engaged and participated actively.

• Students successfully created stories through their artwork, meeting the success criteria.

Minus:

• One student became frustrated and disruptive. The mentor teacher had to intervene due to offensive behavior. The student’s actions were attention-seeking rather than defiant.

Interesting:

• Despite being unfamiliar with Indigenous Art, students showed strong interest and engagement.

• Their skill level was impressive, especially considering it was their first exposure to this art form.

  
  

Free Resource Alert! Download Chloe’s PMI Reflection Template PDF to use during your next lesson. It’s a great way to focus on what matters and avoid dwelling on the small stuff. Try it out and see how it works for you! She shares fantastic ideas and strategies for preservice teachers and beyond!

You can connect with Chloe on:

• Twitter: @ChloeGrantham88

• Instagram: @miss.g.88

Reflection is key

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