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.