While other sections of this module deal with what research tells us about the effectiveness of classroom simulations, this section focuses on another way of knowing—teachers’ experiences in their classrooms. Reflective teachers—those willing to think of themselves as learners and their curriculum as evolving—learn as they teach, reflect, and teach again.

This section of the module is based on the belief that teachers can learn from the experiences of their peers. Examining others’ practice, comparing it with one’s own, and considering how to build on both can be a useful activity for the individual teacher. Teacher reflections can also provide fodder for discussion in a study group or other professional development setting.

For those who would like to give formal reflection a try but don’t know where to start, we have provided some exercises and questions that may be helpful.

We invite users of this web site to send us their own reflections on engaging students in simulated or real democratic processes and procedures. Send reflections to Laurel Singleton (fax: 720-294-8401).

Currently, we feature the following reflections: