The “Soft Power” of In-Class Reflection: A Transformative Experience

Authors

  • Larissa Horne University of the Fraser Valley

DOI:

https://doi.org/10.33423/jhetp.v21i3.4143

Keywords:

higher education, “ soft power ” of reflection, team-based learning, intentionality, engagement, “empowered classroom”

Abstract

This practice-based paper examines ways to activate students’ creativity, energy and drive to succeed by demonstrating how a variety of in-classroom reflective practices contribute to unveiling students’ greater potential for learning. These practices, while laddered logically and structured to gradually increase in both depth and complexity, nonetheless allow for spontaneity and experimentation on the part of both instructor and student, thus creating a stimulating and rewarding teaching and learning continuum. The intentional establishment of the atmosphere of trust and openness contributes to creating an “empowered classroom” which thrives on an instructor-student partnership model.

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Published

2021-06-02

How to Cite

Horne , L. . (2021). The “Soft Power” of In-Class Reflection: A Transformative Experience . Journal of Higher Education Theory and Practice, 21(3). https://doi.org/10.33423/jhetp.v21i3.4143

Issue

Section

Articles