Week 16 Critical Reflection

Week 17 - My Reflections

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