CONNECTIONS: Refining Our Practice Through Reflection
Today’s guest post comes via Jami Fowler-White (Twitter: @JjJj821) author of Educator Reflection Tips, Volume II: Refining Our Practice. More info below, under “What’s New.”
One of the greatest influences on our success as educators can result from reflecting on our thinking, behavior, implementation, actions, and reactions. How often do you reflect about your practice? I’m not talking about just one-sided reflection. I am asking about intentional self-reflection. The Oxford Dictionary defines self-reflection as “meditation or serious thought about one’s character, actions, and motives.” Do you really understand what it means to reflect on your character, motives, and actions? How often do you actually engage in such reflection? In 1933, John Dewey described reflection as having two interconnected parts: (1) First, a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) An act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity. In essence, during intentional reflection, first we struggle, then we seek to resolve the struggle, refining our practice along the way.
Think back to a time when you were learning something new. Perhaps it was learning to drive a car, to swim, to play an instrument, or paint. What steps did you follow as you worked to build up your proficiency during this endeavor? Did you struggle at first and then, through inquiry or trial and error, find ways to achieve your goals? Jot down the steps you took and then consider whether you follow those same steps as you work to expand and develop your skills in the classroom. Despite what you might think at first glance, reflection is not a one-step process. When an educator genuinely begins to deeply reflect, they will use meticulously crafted, purposeful steps along with relevant data to thoroughly scrutinize all aspects of teaching and learning. The second volume of the Educator Reflection Tips book series includes a four-step self-reflective process to help educators examine their current practice and create concrete steps designed to improve instruction and, as a result, student outcomes.
Each chapter sets you on a path toward discovering what you can do to increase your instructional impact in strategic areas which are plaguing teachers each and every day, including the following:
Have you ever been told that learner personality can be used to predict how successful students may be within the virtual or hybrid learning environment?
How about the principles of learning theory? Could these be the key to helping students successfully navigate digital learning?
Did you know there are three types of engagement that must be present to create a positive instructional environment, no matter the setting?
We hear the terms “culturally responsive” and “culturally competent” tossed about, but has anyone really taken the time to not only define these terms, but also offer related strategies and tools you can incorporate in your classroom tomorrow?
If you would like to discover the answer to these and many more questions, Educator Reflection Tips, Volume II was written just for you. Come join me on this journey of refining our practice through reflection...and action!
Thanks to Jami for sharing her wisdom and thanks to all educators reading this for the amazing work you are doing during these challenging times. As always, Teach and Lead with Passion...
Jeff and Jimmy
DAILY INSPIRATION EDUCATOR
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NEW RELEASE!
Educator Reflection Tips Volume II: Refining Our Practice by Jami Fowler-White
We are so excited to announce that our newest book will be in print in March! The Educator Reflection Tips book series is designed to deepen the knowledge and increase the skill set of professional educators. Each book in this series includes a multitude of resources, along with probing reflection questions designed to provoke readers to think deeply about their classroom experiences, past and present, and to take specific actions aimed at refining and improving their craft which will enhance teaching and learning in our schools. After reading this book, you will begin to take charge of your own professional growth. No longer will you depend solely on the traditional method of waiting on feedback from administrators and colleagues. You will be equipped with instruments to routinely consider where you are on the self-reflection continuum and use the tools provided to take action steps for improvement. Volume II in the series takes readers on a deep dive to determine habits of effectiveness in these critical areas:
Classroom Competence
Critical Literacy
Cyber Connection
Classroom Culture
The ten reflection tips highlighted in Volume II invite readers to embark upon a journey of contemplation, heightened awareness, and action-oriented transformation. Each Reflection Tip is uniquely crafted to empower educators to think critically about key factors which influence student outcomes. Look for this book to be in stock on Amazon and at connected.org on or around March 20!
FEATURED BOOK
Eyes On Culture: Multiply Excellence In Your School by Emily Paschall
In this recently-released book, Emily Paschall supplies the recipe for success in today’s schools. School culture is the hidden curriculum that drives a school forward or backward, and when strong relationships and relentless passion are at its root, this is when excellence multiplies. This book is filled with a wide range of authentic stories and lessons, as well as tangible takeaways that will culturize your classroom, school, and community. Emily provides you with the necessary tools to not only live your own excellence, but to multiply excellence in others. In this book, you will learn:
How to use your lived experiences to help someone else
How to unlock the key to connecting with all kids, even those who seem unreachable
How to build partnerships with families so that they desire to work with you
How to make difficult conversations not so difficult
How to help every student, parent, and colleague achieve excellence
Check out more here
CONNECTEDD’S TAKEAWAYS
Thought for the Day: “Teacher Growth is closely related to pupil growth. Probably nothing within a school has more impact on students in terms of skills development, self-confidence, or classroom behavior than the personal and professional growth of their teachers.” Roland Barth
Teaching Technique to Try: Concentric Circles: This discussion strategy invites every student in the class to participate as an active listener and speaker. Students stand in two concentric circles facing one another and respond to a question in a paired discussion. When prompted by the teacher, one of the circles moves to the left or right so each student now faces a new partner, with whom they discuss a new question. This kinesthetic activity works well to debrief a reading or video and mixes up students so that they have the opportunity to share with a wide range of students. Furthermore, because they are speaking with just one other person at a time, reticent students might feel more comfortable sharing their ideas than they would in a group or class discussion. Check out this link from Facing History and Ourselves for a step-by-step process for using this technique.
Eyes On Culture: We believe that culture is a true difference maker in any classroom, school, district, or organization. As a result, we focus much of the work we do on creating and maintaining positive and productive cultures. Culture Focus: Improving from Within. In high performing schools with strong cultures, all staff support each other, learn from each other, and get better by sharing what works. By doing so, they move from a school with “pockets of excellence” to a school with a “culture of excellence.” One way they do this is by creating a culture in which visiting each other’s classroom is the norm and an expected behavior. Non-evaluative peer observations occur regularly and are an important way that staff members improve. Teachers being observed ask their colleagues for specific feedback in specific areas. Teachers observing their colleagues provide such feedback, validating the many good things they see and offering constructive feedback as requested. School administrators find ways to make this happen by providing time, support, and guidance on the process.
Please share your thoughts about culture via Twitter: @ConnectEDDBooks We would love to hear from you!