Kristin Grayson, M.Ed.

Reflective Teaching – Podcast Episode 61 | Classnotes Podcast 61

Classnotes Podcast (November 13, 2009) No matter how long a person has been teaching or how well-prepared he or she is, there is always room for improvement. And while keeping up with professional development training is critical, teachers also can improve their skills through reflection. Kristin Grayson, M.Ed., an IDRA education associate, describes her working in coaching teachers through the process of reflective teaching where teachers reflect on a particular lesson from the perspective of how well the students were engaged. Kristin is interviewed by Christie Goodman, APR.

Show length: 15:08

Send comments to

Sign up for Classnotes e-mail alerts.


Cultures of Teaching: A Focus for Change
By Andy Hargreaves, in Understanding Teacher Development by Andy Hargreaves, Ed., and Michael G. Fullan, Ed.

Coaching and Mentoring for Novice Teachers
Dynamic induction training for mentors and new teachers.

IDRA Engagement Based Sheltered Instruction Model and Training
Intercultural Development Research Association

Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection
By T.C. Howard, Theory Into Practice

“You Can’t Win if You Don’t Get to Play – Effectively Engaging All English Language Learners”
By Adela Solís, Ph.D., and Kristin Grayson, M.Ed., IDRA Newsletter

Your feedback

We welcome your comments and questions to the podcast. Send an e-mail to

Listen to every episode!

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published. 


Show Notes

  • Kristin defines reflective teaching and offers an overview of how it is incorporated into IDRA's models and workshops.

  • Kristin talks about how she uses mentoring and in-class assistance as part of the reflective teaching approach.

  • Kristin explains the importance of first focusing on what the students – rather than the teachers – are doing in the classroom and on the need to engage students cognitively.

  • Kristin discusses how IDRA gathers data and measures the success of its reflective teaching training.

  • Kristin describes how IDRA builds continuity into its program so that reflective teaching can be extended across the school campus.

  • Christie asks Kristin whether reflective teaching is as valuable for veteran teachers as it is for newcomers to the profession.

  • Kristin talks about the impact of reflective teaching in science classes in elementary schools, and for instructors of English language learners.

  • Kristin shares her parting words on reflective teaching.