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Rowman & Littlefield. Why would you want to change? Remember, the point of reflective practice is to move beyond description to analysis and action. https://eric.ed.gov/?id=EJ1171712. Rowman & Littlefield. Many of us probably already engage in some informal reflection. Noticing this has helped her think about starting sentences differently and become more deliberate about using silence in class. How to become a reflective teacher- The complete guide for reflection in teaching. A professional learning community, or PLC is a group of educators that meet regularly, share expertise, and work collaboratively to improve teaching skills and the academic performance of students. Becoming a reflective librarian and teacher: Strategies for mindful academic practice. You might be especially intrigued by the reflective exercises for students at the end of the post. School librarians will be interested in the American Association of Educators, and national and local parent-teacher associations. What resources do these outlets offer related to teaching and learning? All people need to learn these competencies. ACRL publishes College & Research Libraries and College & Research Libraries News, both of which are open access. For instance, we could have a policy to not call on people unless they volunteer, or we could give students the opportunity to “pass” if we do call on them and they are not ready to join the conversation. Introduction: Instruction in Libraries and Information Settings, 2. I strive to create a welcoming and inclusive environment by modeling respectful engagement and valuing diversity of experience. Introduction Teachers usually do what their teachers did in the past and believe that they know what they and their students should do in the classroom. (2018). Such reflection does not mean that we necessarily must change our practices, but it does mean we should be more mindful of those practices and what their impact might be (Brookfield, 1995). The process of reflection is a cycle which needs to be repeated. In our first book, Building Teachers’ Capacity for Success: A Collaborative Approach for Coaches and School Leaders, we offered a coaching model and tools for administrators to ‘talk teaching’ with their teachers. In step three, we answer the “So what?” question by considering what we learned from the event and from our reflection on it, and consider how we might apply what we learned in our practice. 4. You might also note whether the impressions you had of the class align with your observations of the recording. Reflective practice has been in use in the professional world for years. Visions for Teaching in Libraries: Information, Technology, and Other Literacies, 3. Reflective teaching: Improving library instruction through self-reflection. ERIC. Use exit slips. Here’s a cheat-sheet: 3 steps we can all take to build our self-reflective habits. While this is a valuable tool for student teachers, reflective teaching strategies can also be used by teachers in the classroom who wish to enhance their teaching skills. Farmer covers all aspects of managing a school library and couches the text in reflective practice. The beliefs and perceptions of student teachers admitted to the teacher education are likely to affect their approach to … I am strongly committed to issues of diversity, equity, and inclusion, both in the classroom and in the LIS profession. Monitors progress toward reaching learning targets. Describe the experience in as much detail as you can remember. Be sure to let students know ahead of time that you are recording and emphasize that your purpose is to assess your own performance, not theirs. Wilkinson & C. Bruch (Eds. This work is far too complex, and far too important, to go it alone. Watching our colleagues in action gives us ideas and inspiration for our own classrooms. How could I improve? Reale, M. (2017). At what moment were you most distanced from what was happening? School-University Partnerships, 4(1), 101-113 (EJ915885). Critical reflective practice focuses on uncovering the assumptions and biases that influence our teaching and surfacing the politics and power dynamics of the classroom in order to facilitate a more democratic and inclusive environment (Brookfield, 1995). You can find many more examples online. Goodsett, M. (2014). Drabinski, E. (2008). In J. Vopava, V. Douda, R. Kratochvil, & M. Konecki (Eds. This gives us the opportunity to see where there are disconnections between our teaching and our students’ learning. Information literacy is an essential set of competencies because information is power. These activities require students to think critically about the material rather than just apply a set of standards or criteria, and student feedback shows they find the activities to be more relevant and interesting than the lecture-based approaches. Critical reflection acknowledges that teaching is not a neutral act. The ERIC database, hosted by the Institute of Education Sciences, indexes over 1.5 million education resources, many of which are available freely online. What did others (students, colleagues, etc.) However, we can also gain insight from putting ourselves, literally or figuratively, in the place of the student. The chapter ends with a review of professional-development outlets and opportunities related to teaching and learning. The pace of delivery was appropriate to the audience. Teaching statements can be an important professional tool, as they signal to colleagues and employers how you approach teaching, and some employers will ask for a teaching statement as part of the job application for an instruction position. How might you change the statement and actions to feel more inclusive? Recognizes what proficient work looks like and determines steps necessary for improving his/her work. For instance, if a group of students indicate that all of them were confused by part of the lesson, we can reflect on the explanations and examples we offered at that point in the lesson or the activities we implemented, and consider what we might do differently next time. AFRO-PWW Project, Instruction in Libraries and Information Centers, https://digitalcommons.kennesaw.edu/seln/vol62/iss3/3, https://www.unl.edu/gradstudies/current/development/how-write-teaching-statement-stands-out, https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1019&context=kb_pubs, http://www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/corecompetences/finalcorecompstat09.pdf, http://www.ala.org/acrl/standards/teachinglibrarians, https://americanlibrariesmagazine.org/2012/03/14/reflective-teaching-for-librarians/, http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1351&context=podimproveacad, http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx, http://www.iier.org.au/iier25/dervent.pdf, https://www.chronicle.com/article/Why-We-Must-Stop-Relying-on/243213, https://doi.org/10.1080/13540602.2012.709729, https://www.insidehighered.com/views/2019/06/24/relying-often-biased-student-evaluations-assess-faculty-could-lead-lawsuits-opinion, https://www.bookwidgets.com/blog/2019/02/how-to-become-a-reflective-teacher-the-complete-guide-for-reflection-in-teaching, https://doi.org/10.1080/10691310903355937, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. We can engage in lifelong learning by taking advantage of the many professional development opportunities available both within the library field, and in education more broadly. (2017). For instance, when reviewing a video of one of her instruction sessions, one of the authors of this book, Laura, noticed that she frequently played with her bracelet while talking. Once you have described the teachers and identified the skills and qualities that made them good (or not so good), think about how the descriptions apply to your own practice. This article provides a detailed yet succinct overview of reflective journaling for librarians. We face a similar issue in librarianship, given that the library field is similarly dominated by white, middle-class women. How might you use these outlets now as a student as well as later in your professional practice? Most importantly, however, these groups can offer each other support for the emotional labor of teaching. A teaching statement should address four major elements (Graduate Student Career and Professional Development, 2019): Addressing some of these areas can feel challenging, especially if you have not yet spent a lot of time in the classroom. Activity 14.3: Finding Professional Development Resources. Rowman & Littlefield. https://eric.ed.gov/?id=EJ915885, Tompkins, E. K. (2009). (2006). Even if your colleague provides you with some written feedback, it can be helpful to arrange a time to debrief in real time. Jossey-Bass. Have you ever heard someone say, “Well, I never really stopped to think about it.” More than likely, you’ve muttered that phrase yourself. Critical reflection asks instructors to “identify the assumptions governing their actions, locate the historical and cultural origins of those assumptions, and develop alternative ways of acting” (Shandomo, 2010, p. 101). For instance, did you find yourself unwilling to ask a question because you did not want to admit that you were having trouble understanding? Similarly, Drabinski (2008) discusses how the race and gender disparities that are inherent in our classification systems might be apparent in the search examples we choose, and these biases might also manifest in the ranking of search results. Your feelings and conclusions will come later. https://www.insidehighered.com/views/2019/06/24/relying-often-biased-student-evaluations-assess-faculty-could-lead-lawsuits-opinion, Renard, L. (2019, February 21). Activity 14.2: Critical Reflection Exercise. Many of the associations listed earlier produce publications ranging from peer-reviewed journals to reports, newsletters, and blogs. As Goodsett (2014, p. 12) explains, “good reflectors move beyond description of an experience and begin to identify problems or questions, gather information to address the questions, study the issues and the gathered information, and make sound decisions for further action based on this act of studying.” Our engagement in reflective activities must be intentional and analytic, and we must apply what we learn from our reflection to inform our practice. This is the cause of what we’ve come to call the doing-thinking gap. What else might have contributed to the event? What qualities do you share with the effective teachers, and how do you apply those in the classroom? What was the outcome of the situation? Keeping of a journal which is a form of diary of your experiences. Learning Theories: Understanding How People Learn, 4. Even in classrooms where instructors do not assign grades, such as a public- library workshop, learners probably have the sense that the teacher is the “expert” on the topic,  with the authority to set and enforce policy, to choose the content and the activities, and to decide who is allowed to speak in the classroom. Were your explanations clear? Reflective teaching is an academic style in which teachers regularly self-assess their performance, their teaching style, methodology, and pedagogy, evolving their approach over time to produce optimal student outcomes. Think about different kinds of learners—older adults, younger students, people of different language proficiencies and literacy levels, people of different educational and socioeconomic backgrounds, and so on. This makes it … As noted earlier, the closer to the session you take notes, the better because your memory will be fresher. How might your analysis of these teachers influence your own practice? Definition of Reflective Teaching. Some students are comfortable joining discussions and engaging with peers immediately, while others want time to process and reflect on new information. ALA’s core competences of librarianship. With their focus on learners’ feelings of engagement, affirmation, and confusion, Critical Incident Questionnaires can be especially effective for critical reflection. Finlay, 2008 ) seriously ( Brookfield, 1995 ) while recording and watching ourselves perform can be worthwhile become. Any single model of 'reflective practice ' can be difficult information literacy programs Intersecting. Ej1201647 ) our practice, 18 ( 1 ), 12-15. https: //eric.ed.gov/ id=EJ1092114... Lifelong learning and continued improvement of our practice, 32-43 ( EJ1201647 ) //americanlibrariesmagazine.org/2012/03/14/reflective-teaching-for-librarians/, Brookfield, ). 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