Standard 6. Reflective Practice | |
6.1 | Continually reflect on their practice to extend their knowledge |
6.2 | Continually reflect on their practice to improve their teaching |
6.3 | Continually reflect on their practice to refine their evolving philosophies of education |
6.4 | Stay abreast of developments in the profession and be able to think critically about various teaching practices |
6.5 | Continually strengthen their knowledge of subject matter through reading, studying, and conversing with colleagues |
6.6 | Strive to deepen their understanding of children’s learning and development through classroom-based action research |
6.7 | Be open to change and innovation and continually engage in the process of professional growth |
Standard Six is focused on self improvement through reflection. I believe that, as an educator, the learning is never finished. Whether it is knowledge in content areas or teaching strategies and methodologies, there is always new information being discovered. The job of the teacher is to provide students with the best learning experience possible. If a teacher is not up to date on the latest developments in the field, then it cannot be possible for the teacher to fulfill their duties.
Furthermore, I believe that one is their own best critic. However, often times, the opportunity to observe one’s self is not available. If given the chance, a teacher should videotape their lesson and watch it later on. In my Curriculum Development course, I had to do just that. The amount of insight watching yourself on video provides you is incredible. Part III of our final assignment for the course included a Videotape Self-Assessment questionnaire. Through it I analyzed my tone of voice, body language, and my ability to respond back to my student’s questions and needs. This reflective practice allowed me to focus in on aspects of my teaching that were great, and made aware aspects that I need to improve on. For example, I note in my self-assessment, “I was uncomfortable with the level of uncertainty when the students were sent to complete the booklet individually.” Upon further reflection and some feedback from my cooperating teacher and professor, I came to the conclusion that the skill I needed to work on, was modeling assignments along with verbally explaining directions. When I completed the follow up lesson, I took this feedback to heart, and it worked out some of the students understanding. Artifact 6A is a two part video clip. Part I focuses on my instruction of the whole group and Part II captures the uncertainty in student understanding as they transition to independent work. Artifact 6B is the Videotape Self-Assessment Questionnaire.
Donald A. Schön was the founder of the theory of reflective professional learning. His thoughts were such that if someone actively reflects on ones practice, then they are “engaged in a process of continuous learning”. This heavily relates to my experience at Wheelock College. Since my first year, I have been asked to write reflections on a wide variety of works (i.e. movies, literature, personal experience, etc.) Now, as I begin my journey into the professional field, I am realizing the importance of self reflection and awareness of reflective thoughts. I believe that in my first years of teaching reflection will be a key component in my professional development.
In addition to self reflection, Standard 6 also includes close observation of student learning styles through classroom-based action research. This semester I was enrolled in the class called, Meeting Diverse Learning needs. Over seven weeks, we discussed the various types of learners a teacher can have in a classroom. The main assignment for the course is an ongoing study of one child throughout the semester. The project was submitted in five parts. The first submission required three observations in each of the following developmental domains: Social-Emotional, Physical/Functional, Language/Literacy, and Cognitive. After the observations for each section were completed, developmental implications were written using the Omnibus Guidelines (K-5). These guidelines designated typical and non-typical behavior for this second grader. Through these observations and analysis, I began to develop strategies to aid the focus-child’s learning and participation in the classroom. These strategies and rationale were submitted as part three of the project. Artifact 6C is Submission 1 and 2 of my Focus Child project.
Henry Giroux is one of the founding theorists of critical pedagogy. Giroux describes this theory as an, “educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action.” (Giroux, H. 2010) Through the Focus-Child assignment, I was able to develop strategies and methods with the student to improve her learning abilities. The methods that were constructed begin to teach her to be self sustaining and really take responsibility for her own learning. Giroux is also a proponent of the fact that teachers need to know their students and address issues that are impacting their daily lives. On a small scale, the observations included in Submission II illustrate happenings that are occurring within the classroom. Giroux also includes that many of these issues go unnoticed by teachers. However, the more classroom teachers pay attention and become active the more opportunity they will have for truly making a difference.
Again, as I continue my journey into the professional field of education, I am eager to continue my reflective practice while also seeking out other means of professional development. While a teacher’s main job is to focus on the student, it should also be to focus on oneself. While I believe Wheelock’s Education program has provided me a strong foundation, I know there is still a lot more to learn. Throughout the past few semesters I have acquired a long reading list of various books recommended by professors to further my understanding. With that, leaving Wheelock is not the end to my education, but rather a beginning to the world of continuous professional development opportunity.
References:
Giroux, H. (October 27, 2010) "Lessons From Paulo Freire", Chronicle of Higher Education.
Smith, M. K. (2001) 'Donald Schön: learning, reflection and change', the encyclopedia of informal education, www.infed.org/thinkers/et-schon.htm
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