My initial response to this article is "of course, the teacher must be reflective." Our cohort is studying early childhood education. The emphasis is on educating the child as an individual, who is part of a family system, who is part of a democracy and who lives in a complex technological world. Just the concepts viewed this semester demostrates the complex nature of what we are training to do. How can we succeed in any manner other than reflective? Each student comes with their own set of challenges that we must overcome to successfully communicate the standards as determined by our local community. It will take a great deal of reflective thought for the teacher to come up with a plan that works.
In this article John Dewey's view of the reflective thinker is said to be the 'turning a subject over in the mind and giving it serious and consecutive consideration." His approach is described as more scientific. The teacher comes up with a hypothesis during this reflection and tests it. A later section of the article relates this teaching process as more of an art."Artistry is an exercies of intelligence and a kind of knowing, revealed in arts such as problem framing, implementation and improvisation." From either the scientific or artistic perspective the teacher must turn the subject over in the mind to come up with plans to address their classroom challenges. In this way the teacher is practicing their profession just as the doctor is practicing. The outcomes can not always be accurately predicted. With our knowledge of child development and that child's environment, we come up with a plan.
The article then questions whethers just being a reflective teacher makes a good teacher. I would answer that a good teacher has to be reflective. A bad teacher can also be reflective. If their plans do not produce student's that have successfully mastered the standards outlined the teacher has failed. That same teacher may have spent a great deal of time reflecting, but the plan did not work. We are challenged to encourage our students to try even if they fail. The student who is not afraid to fail will learn a great deal. Teachers should do the same thing, but it all involves relfection.
The articles ends with the conclusion that reflection is not enough. I agree completely, but reflection is an important part of success. I have learned these last few months in graduate school that the generation behind me is more of a stimulus response kind of learner. The successful teacher must be reflective. The concepts we deal with are complex with no easy or standard answers. It may take an emphasis on this area in teacher training in order to produce teachers ready for the challenge of intense, creative reflective thinking to address the complex problems in the classroom today.
Subscribe to:
Post Comments (Atom)
2 comments:
The requirements for National Board Certification as an Early Childhood teacher are conprised of eight standards. One of the standards is Reflective Practice. This standard states "teachers regularly analyze, evaluate, and strengthen the quality and effectiveness of their work." Any of us who choose to become nationally certified must be reflective. Teachers should not only do so to meet a standard for additional certification, but should do so to evalaute their own teaching and plans. Most things we do in life that are important - marriage, raise children, maintain relationships, etc. are worthy of reflection. However, I do love the line in the article that states if we reflected on everything, we'd never get out the front door.
One of the things the article is getting at is that focusing on the "reflective" aspect of teaching is problematic because:
1. Many schools of ed who use that mantra aren't very clear about what "reflective" means.
2. Being reflective is necessary, but not sufficient, for being a good teacher.
What are other necessary things?
Post a Comment