I have chosen Jay and Johnson's Reflective Model.
Step 1 (Descriptive stage): Briefly describe your current reflective practice
How do I reflect?
Based on the questions in the survey I have always put myself in the reflecting alone category for my own teaching, and discussing with colleagues. I like to sit and think about what I’ve done but it is always thoughts. Discussing with colleagues helps, as it means I don't have to reflect on my own and more ideas can be discussed and implemented in our collaborative practice.
I always feel nervous when others comment on my teaching, which is why I hate being observed. Yet it is also because I feel I am my biggest critic.
Step 2 (Comparative stage): Reflect on alternatives and other viewpoints in light of research
While I prefer to reflect by myself and with colleagues. I can change my reflective practice, using a written journal.
This will help by -
- Having it as a hard copy.
- Being a reference point for future-focused learning.
I always feel that it is a chore to write down. I'd rather be doing and this makes me a lot like some students in my class. However, I do see the importance of keeping reflections written. It is similar to doing these blog posts. Once it becomes a habit it becomes easier. As Barbara Larrivee says
"This process of systematic self-reflection can provide the clarification necessary for teachers to gain, or regain, a sense of meaning and purpose in their teaching." (Pgs 296-297)
This does mean I would need to be disciplined in keeping it going and taking that time to reflect in the journal. Judging by other people's responses I am not alone in rarely using. Does that mean that we are all feeling the same way? If so, then it shows how important it is to collaborate with others to find ways to reflect and improve our practice.
In this case, I feel I am in Repair and Review stages of Zeichner and Liston’s Five Levels of Reflection (cited in Finlay, 2008, p.4) and need to move to the Research stage.
Step 3 (Critical reflection)
How does this reflective process inform and renew your perspective?
From my point of view, consistently writing down what my thoughts and feelings will -
- help me become more systematic about my reflective practice.
- provide me with the foundation to help me improve my own teaching. It also means I can refer back and not forget what my thoughts were.
- Not being afraid to listen to other's feedback means that I can take on other points of view from my peers.
What are the implications for your reflective practice when viewed from these alternative perspectives?
- Continue to Self Reflect but start using a written Journal.
- Reflect with colleagues and peers.
- Choosing a model for reflecting helps me with the structure of how I can move my practice forward.
I haven't decided yet on which model I will choose but having started a sensory group of severe behaviours in my practice, I can use a similar model with them to help build their resilience to situations and become better problem solvers. It's the same thing as stated in the video for Week 17. Thoughts and Feelings - Why, How and So What?
SkillsTeamHullUni. (2014, March 3). Reflective writing.[video file]. Retrieved from https://www.youtube.com/watch?v=QoI67VeE3ds
From this point of view, the group can reflect on what they have done and I can reflect with them on how to improve their learning experience.
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
Larrivee, B. (2000).Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
SkillsTeamHullUni. (2014, March 3). Reflective writing.[video file]. Retrieved from https://www.youtube.com/watch?v=QoI67VeE3ds
Well done on your reflections. You say you have formed a group, but what is a sensory group of severe behaviours and how will that help your practice?
ReplyDeleteI will have to look at the youtube link.
I wonder about your comments on how many people struggle with reflective practice and our reliance on intellectual thought to influence our practice. How much are we in touch with our instinct, our gut feelings, our intrinsic knowledge where we just know if something is right about what we do or how we do it. Should we try to get in touch with those feelings and the resulting needs behind those feelings? To "go where the life is" and not push everything around our head? These ideas are based around NVC practice (non violent communication) and here's a link (not peer reviewed!) to some ideas around that. Perhaps the reason we all struggle to write this down is because we know that we are losing touch with our very nature and want to escape and stay out of our over used intellect. Just an idea..
https://www.wikihow.com/Practice-Nonviolent-Communication
Thanks for your feedback P Hogan. We call it a sensory group, for want of a better word, because the children are using their sense of touch. Initially it is to just keep them calm but I've decided I am looking at building up their resilience and problem solving skills. Probably looking at STEM in some form. That way I can use what I do with them along with other children in the team.
ReplyDeleteInteresting thoughts on the reliance of intellectual thought to influence our practice. My thought process goes overboard sometimes but I think you are right that our gut feelings and instinct to help our reflective practice. Maybe that's why the required video for Week 17 said we should focus on our feelings when reflecting. I'll have a look at the link. Thanks, Jonathan