Activity 1: My Reflective Practice

Throughout the week I have considered my own reflective practise. I recognise that reflection is ongoing and note there are different levels. Critical reflection challenges

my existing  assumptions and prejudices, changing my thinking as I am informed by reliable sources. I understand that this process is necessary if I truly want to continue
to evolve as a teacher and adopt necessary change. By comparing my own reflective practise to the five levels of reflection that Zeichner and Liston (1996) differentiated
I understand the reflective process both colleagues and myself use.

I understand rapid reflection to be intrinsic and ongoing. Whether I make positive or negative reflections will depend on how I am feeling or previous feelings from similar
situations. Therefore I don’t necessarily read the signs of the here and now situation, or listen correctly. Throughout this process I can feel anxious or “out of sorts” knowing
that I have missed important signals and therefore need to correct my initial judgments.                                      

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

Yet when I focus on the goal or purpose (big picture) rather than emotions I can adjust my behaviour or response based on (students) social and emotional cues. Zeichner and
Liston (1996) identifies this as repair reflections. This reflection helps me to  maintain a growth mindset, “In a growth mindset, people believe that their most basic abilities
can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for
great accomplishment,” Dweck, 2016. In a growth mindset social and emotional cues guides me as the teacher to adapt my teaching behaviour, rather than prevent it from
happening.

I consistently review lessons and consider students understandings, comments, behaviours during the lessons and then compare these observations with my own
understanding of how student learning can be scaffolded. I consider thoughts and experiences of colleagues during this reflection. Throughout this process I  consider
how I guide student learning rather than own it.

As I research new teaching practises I consider specific students, how they could be affected if I implemented the relevant change of practise. I tend to write notes
to myself and make small adjustments in class over time. I consider the options and thoughts of my colleagues around the subject. This brings about change slowly, which
I find sporadic, non connected and quite frustrating. It is important that I share my wondering with others, to help stimulate the interest and urgency of the
type of change I am seeking and that this change is necessary.

My school currently uses the spiral of  inquiry model (Helen Timperley, Linda Kaser and Judy Halbert, 2014) which encourages finding evidence based “research”  
to bring about a change of practise. This inquiry expects me to scan and analyse student data, parent and student voice, create hunches, set action goals based on
evidence based theories, check progress and outcome once action has been taken, collaborate with other teachers, modify practise accordingly, create new hunches,
set new action goals, make new connections to evidence based theories… and so the cycle continues. Throughout this process of inquiry a much higher level of reflection
takes place as retheorizing and reformulating my own practise takes place. It is this type of reflection that I need to plan for in my schedule or it simply is not robust
enough to sustain the change wanted.

By comparing my current practise with Zeichner and Liston (1996) differentiated reflection levels has not only given me better insight into my own practise, but also
that of others reflective practise.

REFERENCES

Helen Timperley,, Linda Kaser,. Judy Halbert,, 2014,, A framework for transforming

learning in schools: Innovation and the spiral of inquiry,, Centre for Strategic
Education Seminar Series Paper No. 234,

Dweck. Carol., 2016  Mindset: The New Psychology of Success. Ant Hive Media

Zeichner, K. M & Liston, D. P. (1996) Reflective Teaching: An Introduction. Lawrence Erlbaum Associates Publishers