Week 17 - Reflective Practice
Applied Practice in Context
After looking through a range of reflection models I have selected Jay and Johnson's Reflective Model. I have found this helpful in a sense it made me think of how I reflect and if I reflect deeply enough within myself.
From the outset I start thinking/ reflecting on a lesson as it is evolving. Is this happening as the movie played in my head before the lesson? Have the materials I have selected helping the children grasp the idea,or is it hindering the lesson? For example I may have blocks to hep make 10 in maths. However the children might start playing with them. Have I thought of that ahead of time and out systems in place to ensure engagement and focus with the tamariki. With children who are hard to move I ask my Team and also past teachers to see what they might do differently. Most of my reflections are in my mind, or scribbled in my diary as notes or thoughts. I often verbalise my reflections with the class. This is evident when I share that because you have done what is expected we will do this or when it doesn't go to plan is hare it also. I see the blocks is distracting you today, so we will come back to this tomorrow with fresh eyes.
When heading into something new, I like to ask my team what have you done or tried that has worked well or has been successful? Face Book is another place that I glean ideas before starting something new (Teacher Page)
To improve I always look inward. What was my role? What did I allow that led to that? Sometimes it will be an outlier, but most times it will be a little thing or little things that led to it. Just like the quote says. "its the small foxes that destroy the vineyard" (Bible). So I look at what small things led to it not working well. Sometimes when things go wrong is a good thing because the result shows that the ideas weren't well thought through and or planned well. Madness to repeat the same thing expecting a different result. Therefore when things do not go to plan it is vitalI do reflect and thing of what would make next time better. The key is doing small changes. People are invaluable. Therefore I love discussing my thoughts with my team. However this is something I need to do more of. Our current situation has me located seperate from them both. I need to make a more conscious effort to talk and share my thinking more with them. This applies to leadership as well. What things have I done to get my team where they are? Have I checked in with them enough? Are they supported? For this side of things I have to check in with the Principal and DP to ensure my approach is suitable and meeting the needs of my team.
If I make a 1%improvement each day, then the class and team would notice small but effective changes over time. My intent is to create a fun happy classroom and team environment. Currently most of my reflections are personal with some broader ones with peers seeking feedback and ideas. As I move forward I see the value in seeking feedback quicker from others and a range of sources as this will help me refine what I do.
After reading Finley's (2008), he comments that it is important to examine everyday assumptions and practice. This is so true. How often have I done something because it is the way I have always done it? Is this fair on the children within the class as, are they being exposed to best practice or what I am simply used to doing? Would children be taught Music if I didn't like it? It is very good thinking to reflect or look at what we do and ask why do I/ we do it that way?
Reference List
Finlay, L. (2008) Reflecting on reflective practice. PBL. Retrieved from
http://www.open.ac.uk/opencetl/resources/pbpl-resources/finlay-l-2008-reflecting-reflective-practice-pbpl-paper-52
Jay, J.K. and Jonhson, K.L. (2002). Capturing complexity:a typology of reflective practice for teacher education.Teaching and Teacher Education, 18, 73-85.
After looking through a range of reflection models I have selected Jay and Johnson's Reflective Model. I have found this helpful in a sense it made me think of how I reflect and if I reflect deeply enough within myself.
Briefly describe your current reflective practice
From the outset I start thinking/ reflecting on a lesson as it is evolving. Is this happening as the movie played in my head before the lesson? Have the materials I have selected helping the children grasp the idea,or is it hindering the lesson? For example I may have blocks to hep make 10 in maths. However the children might start playing with them. Have I thought of that ahead of time and out systems in place to ensure engagement and focus with the tamariki. With children who are hard to move I ask my Team and also past teachers to see what they might do differently. Most of my reflections are in my mind, or scribbled in my diary as notes or thoughts. I often verbalise my reflections with the class. This is evident when I share that because you have done what is expected we will do this or when it doesn't go to plan is hare it also. I see the blocks is distracting you today, so we will come back to this tomorrow with fresh eyes.
When heading into something new, I like to ask my team what have you done or tried that has worked well or has been successful? Face Book is another place that I glean ideas before starting something new (Teacher Page)
Reflect on alternatives and other viewpoints in light of research
To improve I always look inward. What was my role? What did I allow that led to that? Sometimes it will be an outlier, but most times it will be a little thing or little things that led to it. Just like the quote says. "its the small foxes that destroy the vineyard" (Bible). So I look at what small things led to it not working well. Sometimes when things go wrong is a good thing because the result shows that the ideas weren't well thought through and or planned well. Madness to repeat the same thing expecting a different result. Therefore when things do not go to plan it is vitalI do reflect and thing of what would make next time better. The key is doing small changes. People are invaluable. Therefore I love discussing my thoughts with my team. However this is something I need to do more of. Our current situation has me located seperate from them both. I need to make a more conscious effort to talk and share my thinking more with them. This applies to leadership as well. What things have I done to get my team where they are? Have I checked in with them enough? Are they supported? For this side of things I have to check in with the Principal and DP to ensure my approach is suitable and meeting the needs of my team.
If I make a 1%improvement each day, then the class and team would notice small but effective changes over time. My intent is to create a fun happy classroom and team environment. Currently most of my reflections are personal with some broader ones with peers seeking feedback and ideas. As I move forward I see the value in seeking feedback quicker from others and a range of sources as this will help me refine what I do.
After reading Finley's (2008), he comments that it is important to examine everyday assumptions and practice. This is so true. How often have I done something because it is the way I have always done it? Is this fair on the children within the class as, are they being exposed to best practice or what I am simply used to doing? Would children be taught Music if I didn't like it? It is very good thinking to reflect or look at what we do and ask why do I/ we do it that way?
Reference List
Finlay, L. (2008) Reflecting on reflective practice. PBL. Retrieved from
http://www.open.ac.uk/opencetl/resources/pbpl-resources/finlay-l-2008-reflecting-reflective-practice-pbpl-paper-52
Jay, J.K. and Jonhson, K.L. (2002). Capturing complexity:a typology of reflective practice for teacher education.Teaching and Teacher Education, 18, 73-85.
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