To concentrate on understanding how and why we experience things the way we do. Reflection How and why?
Reflection is a key aspect of our professional work and development. It should be central to our teaching.
We need to re examine our existing beliefs, approaches and experiences.
Our prior beliefs and perceptions act as a filter
New ideas line the filter but do not necessarily get through. This boundary structure allows us to avoid anxiety, it blocks action and allows for self deception. idea ? ? ! ! *!* &
From the typical image of a teacher, do you fit comfortably? Are you influenced by: Culture (social values manners, discussion) Traditional images of teachers TV, newspapers, Media Teachers we work with or observe Image of a Teacher is often preconceived Friends Famil y
What happens if your views are not the same? If our teaching style or expectations do not fit the preconceived images, then we may choose not to reflect on practice constructively and critically. It is too difficult to reflect and think differently!
Experience is not all Not sufficient simply to have ‘an/the’ experience. Opting out of reflection may mean opting out of learning. Important to retain the thoughts and feelings as they emerge. Reflections give rise to generalised understandings. In turn potential for tackling new situations.
At any time……? Writing our reflections down creates opportunities. We can pause to consider further our practices. Relate our reflections on practice to theories. Relate our practices and reflections, therein, to those of others.
Its purpose To consider our own learning-metacognition (thinking about thinking!) Have space to critically review materials e.g. our own written work, that of others; ditto behaviours. To relate and build theories in the context of the real world of practice. To develop ourselves professionally and personally.
Reflective activity Ritualistic reflection – conforming to standards, formal evaluations Pseudo reflection – considering important issues though not leading to development or change Authentic Constructive } reflection – actively seeks to Productive problematise situations and to challenge existing views, perspectives and beliefs, promoting or to leading to development or change in terms of work related understanding or outlook
Forms of reflection Writing discussion in your head peers friends observation feedback diary entries lesson evaluations
Reflection on action (thinking after the event) Reflection in action (thinking as you go)
All to give us different perspectives of what is going on in the classroom.
Reflection need not be limited to the release of emotional energy (one’s feelings, thoughts, and emotions), the sharing of feelings or attempts to “feel good” … Rather, reflection is decidedly educational. It is simply an opportunity through which one can learn from experience. … It furthers learning and inspires provocative thought and action. Reed, J. and Koliba, C www.uvm.edu/~dewey/reflection_manual/under standing.html
Reflective practice allows us to : Study our own decision making Be constructively critical of our relationship with colleagues Analyse hesitations and skill and knowledge gaps Face problematic and painful episodes Identify learning needs