Reflective
teachers are better teachers. Although
reflection is important in any profession, teachers have a special need for
reflection because they usually carry out their responsibilities in isolation
from their colleagues. Because they
neither see nor are seen by peers as they teach, the best avenue for growth is
self-reflection.
Reflection
is about careful thought: conscious consideration of actions for the purpose of
learning. Reflecting gives the brain an
opportunity to pause amidst the busy-ness, untangle and sort through
observations and experiences, consider interpretations, and create meaning.
This meaning can inform future decisions and actions. For teachers, this meaning-making
is crucial for ongoing professional development.
For
some, reflection comes naturally. Others
know the definition but don’t really understand the process. Reflection requires slowing down and taking a
mindset of curiosity. It also means
taking personal responsibility. The process can lead to valuable insights, but
taking an honest look at the way a lesson (or day) played out can also lead to
discomfort, vulnerability, and defensiveness. Although reflection helps us see things that
worked well, we have a tendency to let our thoughts gravitate to things that
went less well. That can be a problem if
our attitude toward those weaknesses is defensiveness or blame-shifting. It’s
also a problem if staring those weaknesses down blinds us to the strengths of a
lesson. Recognizing what worked encourages us to continue using those effective
strategies.
So,
sometimes teachers don’t reflect because they don’t know how, don’t like the process,
or don’t like the results. Another
reason for neglecting reflection is lack of time. Teachers have so many tangible things to get
done that it’s difficult to spend time on a process where the results are less apparent. The stack of papers gets shorter as you assign
grades, but reflection has no immediate, visible effect. The ROI (return on investment) on reflection
isn’t instantaneous; however, the dividends of reflection are significant and
ongoing.
Coaches
can support teacher reflection in many ways.
The most common is by reflecting with the teacher, asking questions that inquire
to broaden thinking or probe
to consider specific data. It’s also
important to help teachers build the habit of self-reflection. The questions coaches ask during conferences can
become internalized, making reflection more automatic. This indirect approach is helpful, but we can
also support self-reflection through explicit conversations about it. As you talk with teachers about
self-reflection, you can help them address the challenges noted above. Here are a few suggestions for encouraging reflection:
·
As
you walk with teachers through the reflection process, describe the path you
are following with them. If you have a
protocol you use to guide the process, share that protocol with teachers. If you have specific questions you find
productive, share a list of those questions.
This helps teachers recognize what reflection might include and gives
them tools to support that process as it becomes internalized.
·
For
teachers who take an Eeyore approach to reflecting (seeing the negative), celebrating
the results of reflection as you work with them emphasizes the benefits. Be explicit about pointing out the connections
between reflection and results. In
addition, be sure that the tools you recommend for reflection provide a balanced
view.
·
Encourage
teachers to select a reflection process that works for them. Some teachers reflect through writing, some
by talking it out with a trusted friend. Others find that making an audio
recording on their phone so they can revisit it later is helpful. Some keep a
notepad handy near their bed and reflect while drifting off or waking up. You can reflect while walking, biking or
standing; alone or with a partner. No
matter which approach is taken, it is helpful to have a way to capture the brilliant
“ah-hah’s” that are sure to come!
·
If
reflection isn’t a habit, urge a teacher to schedule time on her calendar for
that process. Check back and ask how she’s doing at keeping her commitment to
herself. If she’s avoiding or skipping
it, encourage her to reflect on that!
Reflection
is time to be still, examine our thinking, and consider multiple perspectives. For many teachers, lack of understanding,
experience, or time can get in the way of reflection. As coaches support this important process,
they increase impact, boosting improvements in instruction.
This week, you might want to
take a look at:
3 tips for successful PLC’s:
Ideas for teaching
literacy skills during the interrupted month of December:
Changing
the conversation about grades:
Play
is making a come-back:
Using Interactive reading guides in science:
That’s it for this week. Happy Coaching!
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