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Thoughts on the idea of being a Reflective Teacher


 ‘Reflection’ is certainly not an unfamiliar concept in my profssional life. With the support of excellent and motivated teachers in our language school, I feel that, as a director of studies, I have managed to implant the seed of reflection both in and out of the classroom.
     
        As teachers we help our learners become responsible of their own learning. We try to do this on various levels (setting learning goals with our students, working on tasks which are based on critical thinking and not merely on presenting new language, getting regular feedback on both the material and the approach used in class, showing them simple reflection strategies) Needless to say, we do not always succeed.

        As professional teachers we have created a ‘sharing’ culture which allows us to be more reflective even as we plan our lessons. We upload and share all our LPs and resources ,and we have set up an informal ‘peer observation’ system and/or recorded lessons where we learn from each other and share good practices.

        I am aware that this does not in any way include all three phases as described by Brookfield (1990) However, we acknowledge the fact that sharing is essential and we value each other’s contribution. As Tim Kent has said ‘the characteristic of valuing other people’s perspective that is different from one’s own is crucial’  This is what we try to do. Dr Stephen Brookfield argues that ‘Far too many teachers view even a cursory reflection on their personal experience as essentially worthless. The opposite is true, that the starting point for dealing with teachers’ problems should be teachers’ own experiences.’ The answer to many issues is usually not in a text book but within teachers’ experience. 
          
        In general I could not possibly claim that I have reached that level of being the epitome of a reflective practitioner. Far from it. But I know where we want to go. We are trying to become a team of professionals that we do not just manage classes, and go through syllabus but try to move the whole system forward by finding the most effective ways of analysing, being reflective. (Jon Spence) However, I must admit I feel like I am only beginning to realise the meaning of reflectivity and I am eager to discover strategies that would question set attitudes, beliefs or practices that might have a negative influence on students, parents or colleagues.

        I was very impressed (and, slightly shocked) by Marshik’s amazing talk / TED Talk , an excellent example of how common it is for people to get defensive about long held beliefs or how unpleasant it feels to be wrong or not to be able to refer to that 'script' or 'text book' which answers all questions (Brookfield - Lost Innocence)


        
      W. H. Davies "Leisure"
WHAT is this life if, full of care, We have no time to stand and stare?— No time to stand beneath the boughs, And stare as long as sheep and cows: No time to see, when woods we pass, Where squirrels hide their nuts in grass: No time to see, in broad daylight, Streams full of stars, like skies at night: No time to turn at Beauty's glance, And watch her feet, how they can dance: No time to wait till her mouth can Enrich that smile her eyes began? A poor life this if, full of care, We have no time to stand and stare

          Bibliography 

           Brookfield, S. (2014), video recording, Critically Reflective Practice
          Brookfield (1990) explains that critical reflection involves three phases:
1. Identifying the assumptions (“those taken-for-granted ideas, commonsense beliefs, and self- evident rules of thumb” (pg. 177)) that underlie our thoughts and actions;
2. Assessing and scrutinizing the validity of these assumptions in terms of how they relate to our ‘real-life’ experiences and our present context(s);
3. Transforming these assumptions to become more inclusive and integrative, and using this newly-formed knowledge to more appropriately inform our future actions and practices.
          Brookfield Stephen D. Skillful Teacher_On Technique, Trust, and Responsiveness in the Classroom, 2nd Edition. Page   14      
        Brookfield Stephen D. Skillful Teacher_On Technique, Trust, and Responsiveness in the Classroom, 2nd Edition. Page   14      
         Kent Tim, Lecturer, University of Roehampton 
          Marshik T, TedX UWLaCrosse  Learning styles & the importance of critical self-reflection
          Spence Jon, University of Roehampton

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