Mindlab Activity 1
To be honest, written reflections are non-existent for me at the moment. I am constantly reflecting about my teaching and practice in the weirdest places - bed, shower, driving, while cooking, etc when writing things down just does not happen or practical. I often discuss concerns with peers to gain greater insight or new ideas. But critically reflecting, on paper, just isn't happening. I have tried to set time aside to complete reflections, I have bought diaries, every time they just gets pushed to the side - viewed as not important, purely because they take time, which there isn’t much going around.
To be honest, written reflections are non-existent for me at the moment. I am constantly reflecting about my teaching and practice in the weirdest places - bed, shower, driving, while cooking, etc when writing things down just does not happen or practical. I often discuss concerns with peers to gain greater insight or new ideas. But critically reflecting, on paper, just isn't happening. I have tried to set time aside to complete reflections, I have bought diaries, every time they just gets pushed to the side - viewed as not important, purely because they take time, which there isn’t much going around.
I wasn't sure how to start this blog post, so decided to have a look at what other people have said. Looks like many of us are focusing on the description, rather than the reflection. To support my critical reflection of my practice, I need to focus more on the ‘how’, ‘why’, and ‘so what’, rather than the ‘who, what and where’.
According to Zeichner and Liston’s (cited in Finlay, 2008) five levels of reflection, I would say I am currently sitting at level 2. I do from time to time ‘research’ (level 4) when I come across a challenge I have no idea how to solve, or a child with behaviour issues I can not manage. However, never have I critically reflected about this in writing.
SO
How - I am going to critically reflect using a variety of models, looking for a model that is successful and that works for me. One that is effective, but doesn’t require writing novels. Because according to Finlay (2009), “different models are needed, at different levels, for different individuals, disciplines and organisations, to use in different contexts” (p.10).
Why - Because with critical reflection, there is growth. Not only do you need to think retrospectively - what has been done, but also about what you are doing right now, and what you are going to do next time. It is with this thinking that we can ensure that we are always improving our teaching practise, looking for better, more effective ways to teach, learn and inspire others.
So what - According to Dewey (cited in Finlay, 2009) “reflective thinking moved people away from routine thinking/action (guided by tradition or external authority) towards reflective action (involving careful, critical consideration of taken-for-granted knowledge)” (p.3).
I am looking forward to making critical reflection a habit.
Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file…
I like the fact you are going to choose a model that suits you and your needs. I agree that teachers reflect all the time without blogging about it or writing a journal entry about it. The idea you have made around critical reflecting promoting growth in you as a teacher and your practice a good one.
ReplyDeleteThank you for your thoughts. I think reflection happens all the time, often subconsciously.
DeleteI enjoyed reading your post and found your honesty refreshing. I can so relate to reflecting about teaching in the weirdest of places. I find one place I reflect every day is in the hour drive home from School.
ReplyDeleteI also want to find a model to critically reflect that is effective and provides growth but does not require loads of writing. I read this today and it really inspired me to develop my reflective practice further. Brookfield (2017) suggests that "critically reflective teachers are much better placed to communicate to colleagues and students as well as to themselves - the rationale behind their practice. They work from a position of informed commitment, they know why they do what they do and why they think what they think. Knowing this they communicate to students a confidence inducing sense of being grounded" (p.23).
Brookfield, S. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Thank you Natalie. The hour drive home is a great time to think the day through. Gives you time to analyse how the day went, perhaps a specific lesson, and reflect on what worked or didn't work. I think it is also a great time to clear your mind and leave all the worries of the day behind. :)
DeleteThanks Carol,
ReplyDeleteI too am guilty of 'bland' reflections merely to tick boxes. Making a change now, with a suitable model or two for critical reflection, will hopefully impact more positively on our teaching practice.
Looking forward to reading your blog.
Yep Vanessa, the tick boxes...at the moment I can't think of anything that kills learning faster than tick boxes! It's great to hear people reflecting with purpose and looking for ways to make learning more authentic. Upon reflection of my reflecting, I wonder if we need to see the cycle of reflection more a "spiral"? "How would you do it next time?"
ReplyDeleteThanks Vanessa.