Reflection_on_Self

Reflecting on one’s self means being an independent thinker which is very critical in the growth of one’s self. The article, reflective practice for continuous learning (York-Barr et al.2006) introduced to me a number of concepts that I found empowering, and it encouraged me to think about how I teach and reflect in my own classroom and job. A concept that I found most interesting was how educators teach in the “fast lane” but need to find time to rest and reflect daily. This concept is based on the thought by York-Barr et, al. (p.3) stating, “Although much of educational practice occurs in the fast lane, educators must locate a rest area to reflect on past practices and to determine adjustments for future practice”. This concept is something I personally struggle with on the job and at home. I use the few minutes a day I have from my son’s preschool to work to pray and reflect on my teachings from the day before. This is about eight minutes of reflection if it is not interrupted by a phone call or the thoughts of what my to-do list has on it. Reflection is important in all aspects of a person’s life and is a powerful, positive tool. Based on Kottler, Zehm, & Kottler On Being a Teacher (2005) reflection is a critical dimension of what it means to be an effective teacher. (p.136). It also states that reflection is extremely complex and requires a lifetime of dedication. I think about my job many times a day, but I hardly ever engage in the process through questioning of myself and by collaborating with colleagues on problems. I struggle with taking my problems to my colleagues because I do not want to seem like I am complaining or cannot do my job. After reading this weeks’ resources, I have realized that that is not the case. Reflecting with colleagues about problems is just one way to grow through professional reflection and to become a more effective teacher. Proposition Four of The Five Core Propositions says that teachers “critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings” (NBPTS, 2002). In the upcoming year, I plan on practicing this skill greatly. I want to find new ways and incorporate them to better assess and teach all students. I feel that I assess my teaching practice at the beginning of each year when making out my daily schedule and course outline for the year. I reflect on the past and expand on the skills of my new students in order to incorporate new ideas from summer conferences, but as reflecting throughout the year I do not do that as often as I should. I don’t always have time for the lessons I have planned, with unexpected visitors, announcement, and fire drills. I also don’t take the time to reflect on my day either. By finding the time each day to reflect I feel like I could make my lessons more useful even if we have interruptions. Questions I would ask myself during reflection might be; Is there a skill my students missed out on because of interruptions' How could I reteach the skill' Could I teach it differently' What questions could I ask my students to get them more engaged' What higher-order questions could I ask to raise their level of thinking' By reflecting on my lessons and seeing how I can make things better my students can only benefit ( Tomlinson, 2003). I also think it would be important to begin to reflect with my colleagues. This is something that does not happen where I work. We get together once a month to discuss upcoming events but not so much problems we are facing. How can I address this with the staff at my school' By starting the reflective process with oneself and extending outward one can benefit an entire school as is indicated in the reflective practice spiral (York-Barr, Sommers, Ghere, &Montie, 2006, p.20). By using the techniques discussed in York, Barr, et. al. (2006), I will be able to become a better educator, colleague, and family member through by reflections. I will be able to identify my strengths and weaknesses better and build upon them. References: Kottler, J. A., Zehm, S. J. & Kottler,E. (2005). On being a teacher: The human dimension. Thousand Oaks, CA: Corwin Press. National Board for Professional Teaching Standards. (2002). The five core propositions. Retrieved from http://www.nbpts.org/five-core-propositions York-Barr, J., Sommers, W. A., Ghere, G., & Montie, J. (2006). Reflective practice for continuous learning. In Reflective practice to improve schools: An action guide for educators (pp. 1–29, 2nd ed.). Thousand Oaks, CA: Corwin Press. Tomlinson, C. A. (2003). The response of reflection. ASCD Express. Retrieved from http://www.ascd.org/ascd-express/vol1/121-tomlinson.aspx