In the article “Developing Reflective Teaching Techniques with Preservice Art Teachers,” Frank D. Susi identifies the benefits of using reflection as a vehicle to improve teaching methods. This idea is one that I support fully as my experience with reflecting, and more specifically, documenting my reflection via a blog like this one or a visual journal has helped me navigate some challenging issues so far in my art education.
Susi identifies reflection as:
• Looking back on one’s behaviors, strategies, and goals as a process of self-analysis and evaluation
• A basis for increasing self-knowledge about educational practice and improved instructional performance
• Promoting understanding of educational concepts while addressing perplexing aspects of classroom life
I think that it is very important that he points out the need to be open-minded and willing to consider the possibility of error. Leo Tolstoy said “The most difficult subjects can be explained to the most slow-witted man if he has not formed any idea of them already; but the simplest thing cannot be made clear to the most intelligent man if he is firmly persuaded that he knows already, without a shadow of
doubt, what is laid before him.” Reflecting on our planned lesson and its subsequent success AND failure, then adjusting accordingly is what will help us grow as educators and will foster student reception of the lesson. Once we believe one method is the best and only way to present a lesson, we fail the students who may have performed better had we paid more attention to their needs rather than our lesson plan. Reflection is cultivating awareness of what is needed to make the lesson successful.
Susi suggests questions we can ask when reflecting:
• To what extent did students understand direction and expectations?
• What factors helped or hindered during student work?
• What changes in classroom arrangement and space, sequence of lesson events, or use of time could be improved?
• What role did instructional resources play in motivation and clarification of procedures?
• What went as expected?
• What effect did critique and interpersonal communication have on individual students?
I think as I begin teaching I will develop questions of my own to apply to this list to help me evaluate my performance and make it better. Susi also discussed limitations that sometimes inhibit successful reflection such as recalling everything that happened during the lesson accurately, recognizing problematic events, allowing sufficient time to reflect, and not discussing the experience with others prior to documenting reflection. This is something very profound to remain aware of when deciding to teach reflectively. Reflection should be done as soon as possible and before discussing it with others. When I worked at the bank, part of our security training was to intensely observe the behaviors and appearances of individual(s) we were serving and in the event of a robbery, document those details before discussing it with anyone else. I find it crazy-ironic that I am actually going to get to use a bank experience skill I have honed for the past eleven years in my classroom!
For me, reflection’s most rewarding function is allowing me time to, as the author states, “come to grips with personal thoughts, frustrations, and concerns.” As you have all witnessed in my blog posts and potentially other places, I am a venter. I almost always say what is on my mind and I always throw a personal connection or spin on whatever it is that I am learning. This is not always a constructive thing! Having a reflection blog or journal helps me filter my thoughts into something useful. This method of self-study was introduced to me early in the art education program and I am a fan. I have already begun to use it in other aspects of my life as I believe it is a healthy way to deal with life…not just the classroom!
Your posting seems like a guideline for how to apply Susi’s article to our actual reflective process. As you mentioned, considering Susi’s suggestions about some questions when reflecting, I will also develop my own list of questions for reflection to increase my ability to work in thoughtful and productive ways. Ironically, pondering reflective questions sheds light on the goal of the lessons and reinforces the lesson plan.
ReplyDeleteI also think for Saturday School maybe we should take 5 minutes to write our own brief reflection before discussing with each other. That is such a true point that our thoughts are easily lost or altered by interaction with others prior to reflection.
ReplyDeleteI think self reflection is the key idea for reflective teaching. Reflective teaching methods provides many ways to measure and evaluate your students and your teaching methods, but it doesn't necessarily provide guideline on 'how would you change your theory and how else are you going to present / practice your pre-planned theory'. Only by self-examining your own behavior, I think you can trully readjust your teaching method appropriate for your teaching style / level.
ReplyDeleteI completely agree with your statement about "saying what is on your mind". I too will have trouble holding back dialogue that I would want to say and instead think of a more effective things to say.
ReplyDeleteI enjoyed reading your blog especially the quote you included from Leo Tolstoy which I felt really fit into the context of reflective teaching. I am curious about the idea of not discussing the events of the classes with anyone before writing down the reflection and how this is seen as detrimental to the reflective process. Does discussion really alter the memory? It's interesting you used this same technique at your bank job!
ReplyDeleteTracy I think it can alter accurate recall, though probably not every time. The theory behind it is that suggestion can be persuasive. At the bank, we were taught that first person recall is traditionally spot-on, but when it is discussed with others, first-person recall can adapt to include the suggestion of others. If robbed, we were not allowed to discuss details of the robbery until we filled out the police report in order to maintain accuracy. When my bank was robbed, the three tellers each gave a different description of the robber. We pulled the video and the gal who gave up her cash got it right. So I think to apply this to my personal classroom reflection; I'm going to be mindful to write down a few initial thoughts/opinions of the given lesson before taking in suggestion and opinion from others. Not because I don't value input from others, but because I'll want to make sure my original concerns are addressed.
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