Reflective Teaching through Learning Circles
By Ms Chong Oi Lin, Teacher, Bukit Merah Secondary School
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A Learning Circle (LC) of teachers
Bukit Merah Secondary believes that teachers should be empowered to enhance teaching and learning. In this vein, the Learning Circle (LC) was introduced in early 2005 with the assistance and support of Teachers’ Network (TN). The objective is to provide time for teachers to examine areas of concern in their teaching, explore various teaching approaches and reflect on the processes as well as the outcomes of teaching and learning. All the teachers at Bukit Merah Secondary are involved and LC meetings are conducted during curriculum time, with three periods a week being set aside for each teacher.

The LCs are formed based on the teachers’ areas of expertise. Weekly discussions are facilitated by a teacher who has been trained by TN. Our structure is presented as seven rings (or LCs) linked together by the common focus on teaching and learning.

Learning Cycle Process
A complete cycle spans over ten sessions, starting with individual reflections, and expanded with dialogues among members. It ends with a Group Reflection Journal on the entire project.

For all the teachers at Bukit Merah Secondary, participating in LCs has been a most enriching experience. Too often, they are caught up in the business of lesson preparation, grading and other administrative tasks that leaves little time for reflection. Setting aside time for LC sessions during curriculum time allows them to engage in discussion and reflection of their classroom efforts. Sharing among teachers of different levels and subjects also means that more resources and lesson plans can be tapped on.

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 :: Science LC
For example, the Science LC collectively discusses a general scaffold for trial lessons. Smaller groups are then formed within the team to develop the teaching materials/resources for the actual lesson.
 :: English LC
Members of the English LC who teach grammar through songs, use the same resources (songs). However, the teachers would vary the song presentation and the tasks assigned for classwork, so as to cater to students' abilities and relevant text-types.
 :: Science LC and the Mother Tongue LC
Members of the Science LC and the Mother Tongue LC are also taking risks and moving away from the traditional modes of teacher-centred instruction. For the older teachers in the Mother Tongue LC, it resulted in them gaining confidence. This was discovered when they handled student-centred group activities, like those that employed the use of mind-mapping in writing tasks.


LC sharing sessions enable teachers to tap on resources and lesson plans more effectively.
Further Research
LCs also provide a very good springboard for research possibilities, as many of the projects undertaken can be further developed into Action Research (AR) ideas. For example, the Maths LC - which aims to help students remember and apply mathematical formulae - found their ideas developed into an AR project which would support theories with empirical findings. This enhances students’ learning and correct application of mathematical formulae.

Personal & Professional Growth
Most significantly, in Learning Circles, we find that personal and professional growth becomes a collaborative effort and team spirit is strengthened.

Teachers themselves also grow in the process. Each serves as a critical friend to the others and in reflecting, questioning and dialoguing, we help to increase one another’s self-awareness about our teaching methods. Thus, we can make meaningful changes where necessary.