Week 17-My Reflective Practice
While it is true that as educators we know we need to reflect and indeed we are required to reflect
I must admit it is a skill that I don’t feel confident in applying, neither do I feel that I am using it as
effectively as I could be. I have chosen to to apply the three steps of Reflection adopted from Jay and Johnson’s 2002 model (Descriptive, Comparative and Critical) to assist me in actively reflecting on how I can use and apply effective reflections through examining assumptions and critically evaluating. (Finlay, 2008, P1).
The survey highlighted for me the fact that my reflections are singular, solidarity and
internalised. For example when I recently reflected on a reading contract my children did,
I was able to recognise where things weren’t being successful without criticising
but I didn’t take it to the level of reflection where I could share it with colleagues or write
my thoughts down and use my thoughts for ‘Where to next…’ I agree with
the concept that Finlay (2008) sites that If I were to enter into a ‘reflective conversation’
where the wider context of our learning environment is realised I could seek problems
within the framework of collaboration.
internalised. For example when I recently reflected on a reading contract my children did,
I was able to recognise where things weren’t being successful without criticising
but I didn’t take it to the level of reflection where I could share it with colleagues or write
my thoughts down and use my thoughts for ‘Where to next…’ I agree with
the concept that Finlay (2008) sites that If I were to enter into a ‘reflective conversation’
where the wider context of our learning environment is realised I could seek problems
within the framework of collaboration.
I realise that if I am to use reflections effectively I need to spend less time on the what and
who’s and focus on the what next and the why’s. An aspect that I’d like to look closer at
is the ability to know the difference between reflection, thinking about something and
reflexivity, a process involving self awareness. (Finlay, 2008,P6) It would appear that
I am not alone in the fact I am reflecting alone and not entering into collaboration with my peers.
Looking at the Survey results a number of my peers also do it this way, which means we
can only improve! I anticipate that with my ‘retrospective’ personality that moving into
what Quinn (cited in Finlay, 2008, p.7,8 ) references as ‘reorientation’ and self evaluating
will be where my challenges lie.
who’s and focus on the what next and the why’s. An aspect that I’d like to look closer at
is the ability to know the difference between reflection, thinking about something and
reflexivity, a process involving self awareness. (Finlay, 2008,P6) It would appear that
I am not alone in the fact I am reflecting alone and not entering into collaboration with my peers.
Looking at the Survey results a number of my peers also do it this way, which means we
can only improve! I anticipate that with my ‘retrospective’ personality that moving into
what Quinn (cited in Finlay, 2008, p.7,8 ) references as ‘reorientation’ and self evaluating
will be where my challenges lie.
When I look at The third question of the survey that is adapted from Zeichner and Liston’s
Five Levels of Reflection (cited in Finlay, 2008, p.4) I realise that my reactions and limited
reflections are very much at the Rapid reflection - immediate, ongoing and automatic action
by the teacher and Repair – in which a thoughtful teacher makes decisions to alter their
behaviour in response to students’ cues stage. My challenge will by how I move into a
place to seek to build new understandings that will shape how I act to unfolding
situations. (Finlay, 2008).
Five Levels of Reflection (cited in Finlay, 2008, p.4) I realise that my reactions and limited
reflections are very much at the Rapid reflection - immediate, ongoing and automatic action
by the teacher and Repair – in which a thoughtful teacher makes decisions to alter their
behaviour in response to students’ cues stage. My challenge will by how I move into a
place to seek to build new understandings that will shape how I act to unfolding
situations. (Finlay, 2008).
I look forward to examining, implementing and reflecting effectively as a process
of improving my teaching and continuing my quest to be a lifelong learner.
of improving my teaching and continuing my quest to be a lifelong learner.
References
Finlay, L. (2008). Reflecting on reflective practice. Practice-based Professional
Learning Centre, Open University. Retrieved from
http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay
-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Learning Centre, Open University. Retrieved from
http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay
-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
