I have chosen to use this reflective model of Jay and Johnsons'
because it is easy to follow and allows structure of writing to be very clear.
Description:
Now reflecting on my own reflective
practice. I'll begin by saying that as a class teacher it is an expectation
that our students are able to reflect on what they are learning. Not only are
they thinking about what they are learning but also thinking about 'How they
learnt it, how do they know they learnt it (achieving success criteria?) Where
will this new learning (or strategy that they used) take them? The next step?
If they did not learn what were the barriers? Did the teachers need to use a
different strategy, simplify the language, and use different words or more
resources to support the learning? All of this supporting them in building a
picture and strategy to improve their knowledge and learning style. It is also
a way of training them to develop higher order (critical) thinking skills.
We ask our students to reflect at least
twice daily whole class and hopefully they are reflecting internally as they
are learning.
We have adopted this as a daily routine so
that it becomes normal...we, also as teachers and professionals must practice
what we preach. I believe that between our 3 teaching staff we have the
capability to be good reflective practitioners. We are constantly talking to
each other of how the students may have had difficulty in understanding and
using a particular learning tool or strategy. We participate in frequent
'learning' conversations throughout the day about our students and any
difficulties and or celebrations of learning that we need to acknowledge.
Our reflection is mainly verbal although we always have the intention of
writing reflectively (but time management and busy schedules does not allow us
to do so).
I completed the ‘Evaluate your reflective practice’ survey
and can already see from this that I am not doing enough critical reflection to
challenge myself, this includes the lack of professional reading to better
empower me to understand critical reflection. I reflect on a daily basis as I
am teaching throughout the day in what you might call ‘reflection on action’
and ‘reflection in action’. Schon’s (1983). Maybe this is enough for the time
being but I do understand that I need to improve in the way I critically
reflect and this can only be improved upon by reading more and participating in
more critical thinking conversations with my colleagues.
Comparative:
In completing the ‘evaluating my reflective practice’ survey.
Question 3: How often do you reflect on your practice at the following levels?
Making decisions to
change behaviours in response to students’ cues. My answer – sometimes.
I would like to better
that answer to always. Within the
readings so far one main word/concept/strategy keeps recurring and that is
reflection. Whether it is reflection on action or reflection in action, Schon’s (1983) ‘the resulting information
can only support to make decisions on the best steps to take when students’
feedback is taken into consideration. Being able to apply and develop knowledge
and learning skills can only support any decisions you make and help in
changing the way you teach to bring about productive meaningful learning to
your students.
The teacher is the
decision maker and it is the basic teaching skill (Shavelson, 1973)–‘Within a decision-making perspective the teacher is seen as an
active agent who makes decisions that guide his or her actions in the classroom’
Intergrated information of knowing students, knowing
the subject you are teaching, availability of resources and the right tasks or
activities that are to be completed are all factors in being able to make or
change or respond to your students.
Critical
reflection:
How does this reflective process inform and renew your perspective?
I can respond to this by saying that I have to ensure that I know how my students learn, what are their strengths, do I need to take them more in a one on one teaching situation, pair share or group learning? Their needs count.
What are the implications for your reflective
practice when viewed from these alternative perspectives?
The implications - always considering assessment data, collegial conversations on learning. listening to what the students needs are, using pedagogical practice and research information to adapt to students needs.
FInlay, Linda Reflecting On Reflective Practice
Schon’s (1983)
‘The Reflective Practitioner: How
Professionals Think in Action’.
Shavelson (1973) Journal
of Reading Behavior 1982, Volume XIV, No. 2
