Janet Furness
Abstract below...
Sessions can be improved through the development of critical
reflection. This avoids teachers becoming trapped in unexamined judgments,
interpretations, assumptions and beliefs (Adapted from Larrivee 2000).
Self-awareness, self-inquiry, and self-reflection are the foundations to
becoming a more effective teacher (Adapted from Larrivee 2000).
I start with this quote as I found it a starting stone to
developing my own self-reflection and research into the area.
Self-reflection is a key element of developing learning
strategies.
Larrivee suggests that there are three essential steps to
becoming a reflective practitioner: making time for solitary reflection,
becoming a perpetual problem solver and questioning the status quo (Larrivee,
1999).
However, I initially struggled with the different concepts of
task-reflection and self-reflection. Initial research has prompted me to
realise that I am more comfortable at task reflection, than self-reflection.
However, I have discovered that my assumptions about students (particularly
their reasons for studying at University) need consideration. Task reflection
on the other hand is a much easier concept for me to work with. Research and
peer observations have given me the skills to effectively ‘look back’ at a
session in order to define what worked well, what did not and what needs to be
changed. As said by Larrivee (2000: 294): ‘When teachers become reflective
practitioners, they move beyond a knowledge base of discrete skills to a stage
where they integrate and modify skills to fit specific contexts, and
eventually, to a point where the skills are internalized enabling them to
invent new strategies.’ However, as considered by Kreber, it is also essential
that teachers want to reflect. (Kreber 2004: 35).
Self-reflection allows one to investigate their methods in a
particular period, and make changes if necessary. Questioning the status quo is
also important as it allows the examining of assumptions that underlie classroom
practices, (Larrivee, 2000:297). Importantly as stated by Larrivee,
self-reflection is important because teachers learn to ‘(1) slow down their
thinking and reasoning process to become more aware of how they perceive and
react to students, and (2) bring to the surface some of their unconscious ways
of responding to students.’ (Larrivee, 2000:298).
I am presently working on my own critical reflection of my
practices mainly through the use of peer observation.
Importantly, one must be interested in the outcome of
self-reflection, otherwise it will not be effective. As a teacher, it is
imperative that one distinguishes between declarations of reflection (saying
one reflects) and actual indicators of reflection (engaging in particular
behaviours from which reflection can be inferred) (Kreber 2004:35).
This research links to ensuring learner satisfaction and
effective learning environments. It also ensures that students do in fact
‘learn’ and old habits are not stuck. Asking students to reflect on sessions also
increases student-teacher rapport. Therefore, the ability to reflect both task
and self is important tool in developing learning strategies.
Kreber, C. (2004) An Analysis of Two Models of Reflection and
their implications for Educational Development. International Journal for Academic Development. Vol. 9, No 1, pp.
29-49.
Larrivee, B. (1999) Authentic
Classroom Management: Creating a Community of Learners (Boston, MA Allyn
& Bacon).
Larrivee, B. (2000) Transforming Teaching Practice: becoming
the critically reflective teacher. Reflective
Practice. Vol. 1, No 3.
