I want to start this blog about the question in chapter 1. What
distinguishes reflective teaching from non-reflective teaching?
I see this as someone that questions his or her teaching
style. They question the context of their work, the why (the meat of the
meaning), they also ask what materials or framework will bring across the
meaning to be considered in the examination of what they see as the basis or
the genesis of the problem. They question themselves as teachers. They bring values to the classroom and
to their students. Is their curriculum the right one to help in the development
of the student?
VS
Someone that just finds the fastest way to make the
curriculum work. It’s not the right method for the situation for this class or
these students. Someone that does not think over what needs to be changed and
then makes those changes that with effete each student.
No one has the right answer without having a basis of
research and thought. Children come in so many different development stages and
social backgrounds that we as teachers need to find what will fit for each
student or that class. Not just what has worked before? Teachers and students
are on a learning path that changes from day to day. What to do with problems
in the classroom is a big problem that as teachers we need to find new angles
that will help and benefit the growth of our students.
Without a framework of knowledge how can we help the
problems that affect the students within the classroom? Teachers need to help
themselves by recognizing what change is needed through different developmental
paths and reflect on which will be the best for that student on that day.
Analyze the traditional teaching role that some of us older
students grew up in. If you did
not fit into the mold of the prefect student, then it was your fault that you
did not learn and not the teaching style that was being used. These teachers
get into the habit of explaining just one possibility as the solution. By doing
so they lose one or more students and they become expendable.
We, as teachers, have a responsibility to the students. If we use old approaches, we will loss
students. I feel, as a teacher,
that we should never lose a student for not understanding what we are teaching.
Yes, we are human and flawed. This does not excuse us from the responsibility
to our students and that learning more is a reflection on the correct approach
to teaching and facing the consequences that come along with not understanding
our own students.
I do love where Dewey says, “He meant that open-mindedness
and responsibility must be central components in the professional life of the
reflective teacher”. That is a very powerful statement as a teacher and as a
person. We must have an open mind to change, if it’s within you or within your
student’s abilities. We are all
learning something new everyday. If we are not thinking inside and outside of
the box at the same time, then we are not thinking. I want to add to my
curriculum for my students the questions that are asked on page 13. What ways might the structure of
classrooms and schools contribute to and/or discourage teachers? I would also add, do you want your
teacher to be reflective about what they are teaching?
We need to be mindful of what we are teaching and does it
fit our student’s needs. We must change to fit the student and not
the classroom or we will lose great minds in the process.
Good Morning Shirley!
ReplyDeleteHow are you? You have a handful of power sentences this week that I would like to comment on.
”They question themselves as teachers. They bring values to the classroom and to their students”
I believe (and I am only one person) that this is critical. Reflecting on the classroom mechanics and process’s are very important, but when it comes down to it, we are the engineers. We are constructing what knowledge is shared and how it is presented. What we value, what we believe in, our own experiences, shapes this delivery. Being deeply aware of this makes all the difference for students (and frankly, for ourselves). That moment when, as teachers we realize, “What meaning will this skill, or idea have for my student, HOW will this benefit them?” Just because we believe something is important, does not mean it is relevant for our students. Now Im not suggesting we throw out everything and only teach to the students immediate needs. There are of course skills and ideas they do not know will be meaningful for them but they need to know them just the same. BUT the process of reflecting on what they do need, is of paramount importance. Our students (and future students) are growing up in a profoundly different world than we did. No one can predict what ten years from now will be, so how can we say a student needs to know this or that? What we can do is nurture wonder and curiosity and equip them with tools for learning. Instill in them a LOVE of learning, an open mind, skills of investigation. Sneak some of the content in there along the way too :) .
As the instructor of this class, I reflect deeply on each of your responses. As I get to know each of you a little more each week, I am honored to hear each persons perspectives and experiences and am mindful to try and tune into their perspectives while also encouraging out of the box thinking (as you noted). While I am an advocate for deep reflection, I can not say what is might lead each person to discover. However, when one willingly surrenders to the process, profound things happen! I can say, deep reflection initiates change (and that can be scary sometimes) There is nothing prescriptive about reflection. It opens up differently for each of us and each of us encounters it differently. My role is to support, listen deeply, guide, offer, share etc…:) If we do not ask questions, we can never discover the answers.
I agree that student need is such a huge focus, and it is a very different world. It is one thing to know they are different generation, and another to see it. A good example is my 7/8th grade elective this semester being Media Art. All our projects are done using chromebooks, I was no where near prepared for how engaging this would be. I feel that no matter how dumb or basic a project I came up with, they would be still be into it. Things will continue to change, and we will continue to find ways to arise to the occasion. Some changes may be easy, like how much my kids like working on the computer, how they work hard and quiet. Some are more difficult, like finding ways to use the chromebooks with my larger classes, or finding the funds to update our programs.
ReplyDeleteHi Shirley! I loved your comparison of reflective vs. non-reflective teachers. I particularly liked when you said that non-reflective teachers find, “the fastest way to make the curriculum work”. Wow! This is exactly what I hope NOT to do. The way that you described non-reflective teachers really highlights the reasons why reflective teaching is so important! If a teacher is just doing the minimum required to get by, then a) they aren’t really thinking about what’s best for their students and b)they aren’t really thinking or reflecting on what they are doing. They are just “doing”. Teaching is about so much more than “doing”…it’s about discovering, reflecting, creating and empowering (among many other things).
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