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Importance of reflective practice in teaching
Teaching Practice reflection
Importance of reflective practice in teaching
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Reflecting on Irving’s cultural Paradigm of Practice Theory, I will agree on realizing when practicing critical reflective practices and challenges, I will learn that it will only alter me from being so bias, but also allowing me to have a better understanding or supportive way of working with other differences from my own. Being in the field of education allows me to share personal experiences that impacted my ability to interact with children in different ways. For instance, teaching kids with special needs was very hard for me to swallow. I always felt like it would have been uncomfortable, difficult, and that I would be scared and nervous, but after placing myself inside an ID classroom as well as getting to learn the children over the
Cowhey’s uses a quote from the Dalai Lama that perfectly explains the difference between wanting a classroom with a Multicultural Education and actually having one. “Its not enough to be compassionate. You must act”. This book showed me that it takes more than understanding what Multicultural Education looks like, but how persistent you must be to achieve this type of education. Cowhey’s book is relevant to educators and the general public because it can inspire individuals from all walks of life to teach children how to be compassionate, empathetic, activists, critical thinkers, and so much more than what is usually expected of them. This book is relevant to my teaching practices because it made me realize how much more teaching is. Teaching is more than creating and implementing lessons, but so much more in
...I feel it is my duty to encourage my students to see the beauty in such differences as opportunities for possibilities. I feel it is important to recognize one’s own heritage and race and values, but I also feel at times it is equally important to detach one’s self from such in order to allow for one to be exposed to new perspectives and alternative ways of life.
...deny seeing what they actually do not see. Rather, they profess to be color-blind when trying to suppress negative images they attach to people of color…”(1993, p.167) A quote that stood out that I believe sums up how she portrayed her philosophy in her book. I think this quote explains how we as teachers need to work on ourselves much more than we really need to help these students and how it all begins with us. I might use this information to not just focus on the curriculum, but to focus on my teaching to see what I am doing. I might focus on getting more feedback from teachers that shadow my mentoring or teaching for constructive criticism. Am I discriminating these students without even knowing? Am I rewarding myself more for the teaching rather than helping the students achieve the goal? As cliché as it is, I learned recently we don’t know what we don’t know.
When becoming a reflective practitioner, the knowledge allow them to know how to support children while providing them with a deeper understanding of how children develop; theories are continuously being researched and developed in order to provided more research on learning experiences and high-quality learning opportunities. Theories are vital to work as practitioners will be able to understand various things about children like their development, behaviour and reaction as well as styles of learning and attachment and transition needs; each part is vital in order
...cessful she must find a place of humility and active engagement in her own continual growth and reformation. She must acknowledge her own inevitable privilege and racism as she works tirelessly to dismantle white culture’s legacy of dominance. She must realize that it is her place and her responsibility to engage issue of race and multicultural education in her life and in her classroom. And finally, she must celebrate herself as an educator and celebrate every moment spent in self- reflection regarding her practice, no matter how difficult it may be, because this reflection will, no doubt, make her a better educator.
Geneva Gay (2002) combines these two concepts of sociocultural consciousness and culturally responsive teaching in Restructuring Attitudes and Beliefs. Gay refers to culturally responsive teaching as a way of addressing “universal marginality, powerlessness, and disadvantages” within the classroom by taking a critical view of the curriculum (p.1). Culturally responsive teaching starts with the teacher’s identity and an awareness of their own ideologies and theories that influence how they act as a median between the student and curriculum. Similar to understanding their own identity, the sociocultural consciousness is how the teacher views the students’ identities in their community. Gay explains these relationship by saying, ”teachers’ instructional behaviors are strongly influenced by their attitudes and beliefs about various dimensions of student diversity” (p.3). The historical context of the community allows the teacher to use their individual students’ background as resources for scaffolding entire class’s curriculum and help meet the needs of the individual students. Assuming the role of public education is to act as an equalizer, culturally responsive teaching is a means of creating
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
During this semester, I had the opportunity of working with a class of 2nd Graders in the Long Beach area. Even though in my last two serve rotations I was exposed to students from different linguistically and cultural backgrounds, this year I had the opportunity of truly experiencing multicultural diversity in the classroom. Since Jane Addams is located in the ghetto area of Long beach, the majority of the students are the so called minorities. Mrs. Chavarria classroom represented pluralism and world cultures; in her classroom there were Filipinos Samoans, African Americans, Latinos a couple of white kids, and a Hispanic/Chinese boy. This last serve rotation gave me the opportunity to experience my mentor teacher's pedagogical approaches which engage cultural multiplicity in many effective ways. My mentor teacher as expressed earlier in my journals has been teaching for the last thirteen years and has been open to learn about new concepts and ideas central to addressing cultural pluralism in the core curriculum and have tested some practices that have proved to be useful. Some of th...
As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
...'s Children, is an important tool in the education of teachers to help them to see teaching is not a politic-free practice that has little to do with social justice. Through reading multicultural theorists like Delpit, teachers are better prepared to deal with the issues like injustice and "remove the blinders built of stereotypes, mono-cultural instructional methodologies, ignorance, social distance biased research and racism" in the classrooms (Delpit, 1995, pg.69).
While I often found myself being judgmental when I was of a young age, in regards to those who came from slightly different backgrounds or family situations than I did, I began to see how much of a role teaching students about diversity has on the upbringing of an individual. Because of my lack of knowledge behind diversity I was very closed minded and that it the opposite of how I would want my future students to
...imensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 58-77.
This week had the biggest impact on my professional growth. During this week, I learned that meaningful reflection is " the practice or act of analyzing our actions, decisions, or products by focusing on our process of achieving them (York-Barr, Sommers, Ghere & Montie, 2006). There are many benefits of reflecting in the field of education. The most influential is the effect that reflection has on the learning that your students gain. If a teacher meaningfully reflects on their practices they will create lessons to better impact students. According to Carol Ann Tomlinson (2003), “Teacher reflection inevitably attends directly to students ' need for affirmation, contribution, power, purpose, and challenge.” Each time a teacher reflects on their work, they empower their students to learn more. Students recognize their teacher’s reflection and mimic their behavior. I feel like learning about reflection impacted me most because it showed me that I should reflect on the good and the bad. Everything that I teach should be reflected on. The more that I reflect on my work, I will be closer to becoming an expert teacher. Reflection has the biggest impact on professionalism as a teacher. If I am willing to learn from my strengths and mistakes I will impact my students to strive to the best they