Reflection

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

?

?

!

!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 aTeacher is often

preconceived

Friends

Family

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

peersfriends

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/understanding.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