I consider myself a reflective person. I have participated in many professional development opportunities that are built upon self-reflection, the National Writing Project, National Boards for Professional Teaching Standards, and NCTE Donald Graves Award for teaching writing. Each of these organizations or awards requires self-reflection around the teaching of literacy.
Voxer is another way that I am a reflective teacher. I am involved in three chats at the moment, and each one encourages me to reflect on myself as a writer, a teacher, and a person.
This week Donna Donner asked a question on the Good to Great Voxer chat about self-assessment, and I began to question my ability to pass on this reflective mindset to my students.
Dr. Mary Howard (@DrMaryHoward) in her response to Donna had some great points about self-reflection of students.
- Ask students “What did you learn about yourself as a reader, writer, listener, researcher…?”
- Students should reflect outwardly: with a teacher in conferring or with another student in turn and talk.
- Focus must remain on the learner.
- Not a task, but a mindset.
- The teacher must be self-reflective to help students be self-reflective.
I want to pay more attention to this thing I do naturally. How did I become a reflective teacher? What steps can I offer my students toward more active self-reflection? I believe, like Mary, that it needs to be more than a task (a checklist). It must become part of the fabric of being a life-long learner. Self-reflection done well has the potential to change the way students think about themselves and about their responsibility to their own learning.
Please join the conversation and leave your link below.
Reflective practice is so important, and yet, it is difficult to teach in ways that become a natural part of the learning structure. I think we can start with checklists, and then slowly move forward into other means, such as writing reflective responses about what just happened. I’m still learning to be more reflective.
Kevin
I agree with Kevin that a checklist can be a beginning scaffold for student self-reflection. It’s not easy, nor for the faint of heart, but so valuable for deep learning! ❤
I wrote today about teaching students how to reflect. I have been surprised how many of my students do not or do not know how to do this type of thinking. The points you listed will help guide me as I guide them through this practice.
That same conversation led to my thinking about reflection, too. 🙂
I hate to say ditto but yes! I’m using Voxer more. I like the connection of voices. Happy Sunday thank you for asking us to reflect.
Love these ideas! I try to reflect on my teaching by observing how students’ work looks, their focus, engagement, stamina and strategies to help assess how I can develop new goals as a teacher. How. Can I be part of a Voxer group?
What grade level do you teach? The Voxer groups I am in I have been invited to. What are your specific interests? Maybe there’s a group already created that you can join.
I teach fifth grade Some of my interests are DIY, Demonstration Notebooks, Bookmarks, Global read Aloud, participating in book clubs for professional learning
I don’t think reflection comes naturally to all. But making kids aware of the process and possibility of reflection is so powerful. Thank you for capturing Mary’s thinking..
I love the idea that we need to practice with our kids how to do this. Can’t take it for granted. Love this reflection.
Reflection is a key part of daily lessons. A reflective practice allows for a deeper look at what works and what needs to be worked on as we hone our craft. If we are reflective teachers then it is easier to influence students to reflect often. Thank you, Margaret for offering space to reflect with others.
I think the more we model reflective thinking for our students, the more we open them up to considering what they think.
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