Reflection:
A good teacher is never satisfied with simply teaching a lesson and being done with it. Many times a good teacher will instruct a lesson and then upon completion of the lesson evaluate how it went. What went well with the lesson, did the students understand the intended outcomes, what could have gone better, what can the teacher change to ensure an even better lesson? These are all questions a reflective teacher asks each time a lesson is taught. Not all students learn in the same way, so knowing what works best for the group of students you are teaching is crucial. This can be learned through thoughtful reflection of the teacher.
Having taught numerous lessons and evaluating them after, I can always find changes that I would like to make. In the lesson Muggie Maggie and the Alaska Unit which included reading and writing, I wrote reflections on the strengths and the weaknesses of the lesson. (See reflection of Muggie Maggie and Alaska Unit). From theses reflections I was able to take the strengths and use them to benefit the lesson and the areas that were weaker, I changed to make them better. I also believe that as a lesson is being taught if it is not working, why continue down that path. As a teacher you need to make those decisions each time a lesson is being instructed. With that, the teacher also has to be aware of teachable moments and using that to their advantage. Students may have questions and want to know more information, but letting the students know that you will cover the material at another time or giving them the initiative will help them to take ownership in their learning.
Another area of importance in
reflecting is with other teachers. In
our school we meet each week to discuss strengths, weaknesses, strategies,
assessment results, and concerns in our various subject areas (math, writing,
and reading). During these discussions
we are meeting cross-curricular (K-2) and helping each other to evaluate data,
discuss students, and become better teachers.
Through these discussions are reflecting on the students, but also upon
ourselves as teachers. We provide
constructive criticism and reflect upon what is causing students to score what
they score. We compare prior year’s data
to the current year looking for trends and offer suggestions to one
another. Once suggestions are made
teachers return to their classroom try out the new strategies for a few weeks
and report back how it is working with the class. We also meet as an entire building during the
school year to discuss progress of students as a building. From these reflections, changes can be made
to improve how students are learning. (sample focus mtg minutes)
Through these various meetings I have come to realize along with other staff that the assessments that we are using are not showing us truly what the students are capable of doing. If we would not have taken the time to reflect upon the assessments, we would not have known that they need to be rewritten. From that I have collaboratively worked with other staff members to redo assessments to indicate more accurately what students can do. Assessments are on-going and keeping track of how students are progressing will help to place them more within their reading level.
Taking time to reflect upon oneself will only continue the growth that takes place. Knowing that new strategies and methods are continually being shared, the teacher has to be willing to reflect and grow as a professional as well. Teaching is an ever changing field and knowing what those changes can be for the better is vital. The best teacher is a learner as well.
