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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
The “Soft Power” of In-Class Reflection: A Transformative Experience
Author(s): Larissa Horne
Citation: Larissa Horne, (2021) "The “Soft Power” of In-Class Reflection: A Transformative Experience," Journal of Higher Education Theory and Practice, Vol. 21, ss. 3, pp. 69-79
Article Type: Research paper
Publisher: North American Business Press
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.
