I was asked to discuss some ways that I have engaged in reflective practice and how I have (or will) provide teachers the opportunity to engage in reflective practice. Below are my responses:
Do you reflect about a particular situation more than another? If so, what is it, and why? (Student discipline, teacher support, PLC structure, climate/culture of building, how you are perceived?)
I tend to spend a lot of time reflecting on coaching conversations, both one on one and grade level PLCs. Working with teachers is something I am passionate about. My number one goal is to increase their capacity and their reflective tendencies. Teaching is a hard job and there is a lot to focus on. Therefore, I spend a lot of time reflecting on my language, approaches, and support. I strive to support teachers and help them to see the connections and value of everything on their plate. Frustration increases from lack of understanding and not being heard. With relationships in place and carefully planned conversations I strive to coach people not to 100% buy in, but to seeing the value in what they are doing, or bring asked to do, thus increasing their commitment to doing what’s best for students.
Do you provide yourself with consistent time to reflect, or is it hit and miss? Would you consider adding it into your daily/weekly activities? If so, how?
My most consistent reflection time occurs on my way home from work each day, or at the gym. This is often the first moment in the day when I can slow down for a moment and not be distracted, thus allowing me to reflect. I also have a personal blog where I post reflections. I have participated in a few blog challenges that set requirements for posting, however I found it difficult. My clearest reflections occur when I’m least expecting it. Having a deadline to post a reflection or write things down made my reflection time, which I really value, a “to-do”, rather than a meaningful opportunity.
The other form of reflection that I enjoy engaging in is when I have the opportunity to be coached. This form of reflection is the least consistent for me, however when it does occur I find great value in it.
How do you make it possible (or will make it possible) for teachers to reflect on their practice? Will it be in data discussions, PLC’s, evaluation conferences, blogs,….). How will you help teachers embrace reflection as a valuable part of their practice?
Teachers need time in order to reflect on their practice. I try to provide time in the form of a sub out day, a coaching session,a PLC, an uninterrupted lunch break, or a quick stop and jot upon arrival to a staff meeting. Careful questioning, snapshots of their “reality” (data, video, evidence..) or a good listening ear are all elements I use to help one reflect. I help teachers embrace reflection through modeling and intentionality. Being prepared with questions and tools that lead one to reflect and come to the “answers” on their own is a powerful way to help someone see the value of reflection.