A reflective teacher is always looking back on his or her teaching practices. Dewey: reflective action needs three attitudes: open-mindedness, responsibility, wholeheartedness. He says being a reflective decision-maker will help me be a more informed professional.
A reflective teacher is always looking back on his or her teaching practices. Dewey: reflective action needs three attitudes: open-mindedness, responsibility, wholeheartedness. He says being a reflective decision-maker will help me be a more informed professional.
A reflective teacher is always looking back on his or her teaching practices. Dewey: reflective action needs three attitudes: open-mindedness, responsibility, wholeheartedness. He says being a reflective decision-maker will help me be a more informed professional.
Graduate students must demonstrate the ability to become a more
reflective decision-maker Being a reflective teacher means constantly looking back on your teaching practices, analyzing your teaching for strengths and weakness, and thinking about how those practices could be improved. This program continuously worked at shaping me into a reflective teacher with article reflections, journal reflections based on the literacy learner with whom I worked in EDC 619 and EDC 620, and reflections on literacy programs. Whether I choose to be a literacy specialist, classroom teacher, or literacy researcher, being a reflective decisionmaker will help me be a more informed, responsive professional. In Zeichners (1996) book, he explains that reflective teaching must include the teacher questioning her/his goals and values, considering the context in which she/he is teaches, and continuously examining her/his own assumptions. Dewey (1998) discussed reflective action as needing three attitudes: open-mindedness, responsibility, and wholeheartedness. Being open-minded refers to the ability to be open to finding weaknesses in your own teaching practices. Being responsible suggests the ability to careful consideration of the consequences of your teaching, and being wholehearted would be the act of being reflective all the time, not only when it is convenient. It is about taking full control of your own teaching. Throughout this
program, I feel like the act of reflecting on my teaching and my
decision-making has become second nature. I have included my program evaluation from EDC 777 as an artifact that demonstrates my ability to be a reflective practitioner. For this assignment, I had to complete a comprehensive evaluation of a local elementary schools actual reading program. This involved interviews with the principal, a classroom teacher, and the literacy specialist; observations; and a collection of artifacts. Once I collected this data, I reflected on what I found, and made recommendation decisions for the program based on weaknesses I found in it. Lastly, I reflected on the process as a whole. This was my first program evaluation, but throughout the assignment, I was reflecting back on the experience and using those reflections to make my final decisions on recommendations. In section C, I evaluated the reading program using IRAs 10 Exemplary Reading Program Guidelines. I went through each guideline and described where I saw the guideline being met, and where I saw a need for more work to effectively meet the guideline. Section D is where I discussed my recommendations based on my reflection of the program, and section E is where I discuss my reflections on the reading program and the experience of evaluating a reading program. Throughout the artifact I discuss my reflections on the reading program and on the process of evaluating the reading program. Within section
C, I was continuously questioning what I valued in a reading program. I
discussed things I was expecting to see and aspects I would have wanted to see, but the lack of those aspects that I value are not necessarily going to be great in every reading program. I was open to finding weaknesses in my own thinking and teaching as a result. In section D, I consider the context in which the reading program is being taught when I recommend a literacy night for the school. I examined my own assumptions when I realized how much work and data collection goes into a thorough evaluation of a reading program as mentioned in section E. Through continuous and thorough reflection throughout the process, I learned a lot more goes into a reading program. For example, the fact that I observed parents freely signing in to read to their childs class may not seem like its part of the reading program, but when you consider what kind of literacy atmosphere that is setting in the school, it definitely is part of the reading programs culture. Therefore, I feel this is an artifact that demonstrates my ability to be a reflective decision-maker. References Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: L. Erlbaum Associates. Dewey, J. (1998). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin.
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