It feels quite strange to be reflecting on reflecting but the valuable process outlined in the course notes have allowed me to realise that, while I lack the formal habits of writing my reflections, it is something I do all the time. It appears I am not alone in this as the survey results place in a fairly typical range.
1. Descriptive
When it comes to reflecting on my practice I tend to analyse events and outcomes. The truth of the matter is I tend to do this when something has not worked as I had foreseen it. I will play events over in my head and may take scratchy notes which serve to brainstorm ways to improve outcomes. I will invariably replay events following things through out the day and this becomes distracting rather than settling on a contingency and working with it. Generally these contingencies prove effective.
I often take these concerns or (sometimes) successes and discuss them with colleagues allowing another point of view to support me. These discussions tend to be more effective at easing my stress and offering other solutions, self clarification or reinforce my own thinking.
I am challenged by the time management of writing but see that if these things are playing in my head after the analysis then writing my forward thinking ideas may alleviate this stress.
2. Comparative
Looking at the survey results I see many people at a similar stage in their reflecting. Colleagues also express that they have trouble with recording reflections and the time factor is where this challenge is most represented.
I feel when I reflect internally and with peers that I am always looking forward, how can I improve outcomes. This is a type of reflection-in-action (Schon) and while it is good to think on your feet reviewing the outcomes and results (reflecting) post the event creates a deeper understanding and allows further improvements.
Improvement will come for me with setting specific times to reflect, either through a formal method like a blog or meetings with peers recorded in a minute format.
3. Critical Reflection
The implications for me are prioritising. Making sure I allow time to reflect and putting to the front of my routine. Positive outcomes will be less dwelling on issues and focused 'corrections'. Taking this time will also allow me to pin point things that work and ensure they are adapted to other situations.
Well Blog one done. Thank you for reading. I have included the course references as they all guided my thinking.
References
Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Larrivee, B. (2000).Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
Yang, S., H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.
Hi Nick I think your right about the fact that writing down something in terms in reflections usually isn't a first priority given the demands on our time and that much of what we do is responded to as it happens and through things like discussion and feedback. One thing I have liked to help me see value in this course has been the Agile leadership/ lean management ideals, particularly those daily 'stand up meetings' that we do throughout our day. I actually enjoyed reflecting once I got it done in week 17, but again I need to prioritise as I'm just starting week 18 blog now, so I guess I still have to work on that prioritising reflecting time =-). End of term has been manic, but I still need to prioritise it. I enjoyed your reflections and it's nice to know I'm not the only one trying to get it all written down.
ReplyDeleteI like the way you talk about prioritising. Ensuring that you have time to reflect is tricky as teachers are time poor. Putting it to the front of my routine is a great idea. You are right about setting specific times to reflect, and the blog is a great way to start. Reflecting in a group of Community of Practice will also be constructive way of reflection as well. Reflecting with others is a effective because when we reflect on ourselves we tend to be descriptive and do not reach the level of their reflection on others practice. When we engage our peers and mentors in guiding and modeling our reflection it can be effective in increasing the depth of reflections about our own practice.
ReplyDeleteI like the way you talk about prioritising. Ensuring that you have time to reflect is tricky as teachers are time poor. Putting it to the front of my routine is a great idea. You are right about setting specific times to reflect, and the blog is a great way to start. Reflecting in a group of Community of Practice will also be constructive way of reflection as well. Reflecting with others is a effective because when we reflect on ourselves we tend to be descriptive and do not reach the level of their reflection on others practice. When we engage our peers and mentors in guiding and modeling our reflection it can be effective in increasing the depth of reflections about our own practice.
ReplyDeleteHI Nick,
ReplyDeleteI too like you do reflection internally, and do now have a monitoring sheet in hardcopy form for Reading/Writing/Maths that I have for the week, so when something is a 'eureka moment' for a student I record it on this sheet. I also write a little reflection at end of each day so when we come back to the session as a group I can start with the lesson before to gauge what and who retained info/knowledge and generally recap. My planning is fluid so if I don't get to where I thought I would be by end of session we start where the lesson got to and I have found only planning one week at a time ensures I'm not planning ahead of where the learning is happening.
In the past I used monitoring sheets to merely record for formative assessment, to make summative comments on school reports on what students can do and things they needed to work on. Now I use them to plan my lessons to hit areas that were needs, and individual strengths were being consolidated. Now I feel that blogging can have this place for me to record, critically reflect and think forward thanks to 'Mindlab'.