Reflecting on Module 6-Summary Reflection


Module 6:Measuring Reflexive and Reflective Growth

This post is a culmination of all the posts that have been made over the five weeks.

 Reflection assignments
As a facilitator of students,I am constantly reflecting.I am reflecting in action and I am reflecting on action. Kayapinar, & Erkus (2009) indicated that  reflection or thinking about practice for growth can take place in the midst, during, or after an action as individual’s thoughts turn back to the situation. There are many times when I am teaching and I have to change my teaching strategies in the middle of the lesson to meet the students needs.


Source: Kayapinar, & Erkus (2009).

Rodgers (2002) by Lee (2005) cited in Kayapinar, & Erkus (2009) outlines  the essentials of reflective teacher are summarized from Dewey (1933)
The reflective teacher is:

 1. Being aware of the experience; interpreting the experience

2. Naming the problems or the questions that arise out of the experience; describing the experience

3. Generating possible explanations for the problems or questions posed, analyzing the experience, ramifying the explanations into full-blown hypotheses

 4. Experimenting or testing the selected hypotheses intelligently

As a teacher I think I fit right into the four steps mentioned above.As I become aware of the experience ,I try to interpret the experience in order to understand what is going on.I try to describe the experience and generate possible explanations.I also experiment with several solutions to dealing with an experience at a given time.I teach computer mathematics and many time my students complain that they are not understanding a concept which from my perspective I taught very well.I now have to look back to see how can I teach this again to get my students to grasp the concepts.As I continue to teach I continue to learn from my experiences.I find that as a teacher my experiences help to shape my practice.

 The  impact of  reflection assignments
As we work though collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs (Reflective teaching: Exploring our own classroom practice ,n.d). Reflection assignments in this course gives me the opportunity to understand the what and the why of my teaching.I constantly ask myself why do I teach especially when teaching becomes a challenge.Then I have to focus on what I teach and how I teach.I have learnt quite a lot.I currently have my personal Journal online for reflection.I now engage in peer review and reflection.I try to get students feedback ti improve my lessons.
Reflective teaching: Exploring our own classroom practice (n.d). indicated  that after reflection the teacher needs to  determine :
What to do next
After deciding what to do next the teacher needs to:
Think
Talk
Read
Ask
and Conclude


Challenges to preconceptions
I started this course with many preconceptions.I never knew the value of peer reflection as I do now.At work I did peer reflection at work because I was asked to.No I can see the value of peer reflection much clearer.
Peer observation can provide opportunities for teachers to view each other’s teaching in order to expose them to different teaching styles and to provide opportunities for critical reflection on their own teaching (Richards, nd).

                                                                    References
Kayapinar, U & Erkus, A (2009). Measuring teacher reflection: Development of TRS. Eurasian Journal of Educational Research (EJER), 9, 144-158. 

 Reflective teaching: Exploring our own classroom practice (n.d).  Retrieved from www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice 

 Richards, J. (nd) Towards Reflective Teaching.  Retrieved from  https://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf   

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