When I was a special education teacher, the last few weeks of school felt like being in a tornado. I was pulled in so many different directions that it felt somebody else was in charge of my life! My colleagues were not doing better and any small conflict would terminate in an argument or teachers snapping at each other. Everybody felt rushed, tired, often overwhelmed… and just plain done with the year! Yet, somehow we always managed to finish (most) projects, write report cards and even organize some fun activities for the students. Read more
Posts tagged ‘Reflective practices’
I recently came across the book “The 5 Dimensions of Engaged Teaching”, a practical approach to teaching and learning that focuses on meaning, purpose and motivation in the classroom and incorporates social and emotional competencies. One of the practices in the model is engaging the self-observer, which the authors Weaver and Wilding (2013) define as cultivating the ability to notice, observe, and then reflect on our thoughts, beliefs, biases, emotions, and actions to make more conscious choices.
This principle asks students and teachers alike to acknowledge their feelings, thoughts, and actions in order to make better, more conscious decisions, instead of functioning on autopilot. In the classroom, it might translate into creating time and spaces for reflection and self-analysis. This reflective practice, if build as part of a daily routine, will develop students’ self-awareness and self-management, but also help them make sense of their learning. Dewey (1962) claimed that we don’t learn from experience, we learn from reflecting on experience. Reflecting helps us to clarify what was learned and, hopefully, it will inspire new thoughts and actions.
Engaging in reflective practices becomes even more necessary now as educators and students transition to the Common Core. Being a critical thinker, which is highlighted in the standards, involves being an active observer, asking pertinent questions, evaluating arguments and being open to examine own beliefs and assumptions (and change one’s mind!). Most of those skills require being able to stop and observe, study and think, and also wonder. Building time and space for reflection about our thoughts and feelings, and what we have learned, will help students and colleagues to make more conscious decisions and be ready to develop new learning.
Reflective activities will vary depending on the audience, the desired outcome or the amount of time available. These are just a few examples that can be incorporated in the classroom:
- Journaling. Students (and educators) may record activities, thoughts, feelings and questions in an individual or group journal. Depending on the desired outcome, you could ask students to reflect on the day, what they wish to accomplish or what they have learned. This could also be a time for free writing. Journaling works really well to help students focus after recess or lunch, but it can also be used at the end of the day or following an activity.
- Group discussion. Listening and speaking are also ways to reflect, and they enhance students’ social and emotional competencies. You can facilitate discussions focused on the content and skills that students are learning in your class, address classroom concerns or build a sense of community. These shared spaces can assist learners to make sense of their learning and the learning of others.
- Portfolios. Essentially portfolios are a collection of pieces from a learning experience. They help students make connections among interests and skills, and how they relate to what they are learning in school. Portfolios bring a great opportunity for students to reflect on their strengths, and how they could use them to accomplish their goals. Digital portfolios, such as slide shows or multimedia presentations, provide a forum for students to both construct the fruits of knowledge while simultaneously reflecting on it.
- Art. Some students might prefer to express their feelings or thoughts visually rather than verbally or in writing. Offer students the chance to draw or paint, especially for younger students, as a way to reflect about themselves and their learning.
These opportunities for reflection should occur, when possible, before, during and after key activities or events in the classroom. We want students to develop self-awareness and self-management skills by encouraging reflection of their starting point and their progress, and by allowing students to evaluate their own learning. Incorporating reflective activities like the ones described here into your teaching practices will develop students’ social and emotional competencies and will help students consolidate what they know so new learning can take place.