Do we really need to become reflective practitioners?

What’s the idea?

Teaching as a practice often involves trial and error. As a practitioner, we are constantly trying different teaching methods, activities, disciplines and reward systems, that are sometimes successful and at other times not. Killen (2009) identifies reflective practice as a “deliberate attempt to understand or evaluate the success of teaching and learning experiences in order to shape future action”. This statement allows us to understand that reflection as a construct, is vital in the development of our practice. So without reflection, are we really enabling ourselves to become the best educator we can be?

Riveting reflections point of view

At Riveting Reflections, we believe that becoming a reflective practitioner is an integral part of our personal growth and improvement as educators. Although reflective practice in education is largely debated, evidence suggests that it holds strong worth in enabling students to improve and progress.

Why is it important and how can we do it well?

Becoming a reflective practitioner is an extremely important part of an educator's growth. The ability to take a moment, to be honest with ourselves, and reflect on how our methods or activities went, can go a long way in becoming the best possible teacher we can be.

When reflecting on our practice, it is important to have a consistent approach when doing so. In 1988, American sociologist and psychologist, Graham Gibbs published his reflective cycle model. Through this model, Gibbs has given educators a structure for examining experiences within their teaching (Mulder, 2018). Gibbs’ (1988) reflective cycle includes 6 stages and this model allows for practitioners to work through different experiences in a simple and consistent way. By using this cycle in an effective and consistent manner, we as practitioners are able to teach our lessons and thereafter create an action plan for how we can improve and shape our next lesson.

Adapted from - Gibbs, G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Gibbs’ (1988) reflective cycle is a great way to notate our reflections, however, on our own accord we can only reflect on our teachings so much. Schon (1983) suggests that reflective practice can be optimised through interaction with our students. Schon’s (1988) beliefs take our student's perspectives into consideration, rather than just assuming how certain methods and activities are working, based on our own opinion. In doing this we, are able to create symmetry between the students thought processes and needs, with our own goals as an educator. This way of reflecting means, we can develop an understanding of what processes will assist and motivate children in their learning.

At the end of the day...

When reflective practice is utilised to its full potential, it can be extremely effective in our growth as an educator. By using consistent approaches towards our reflections, and prioritising our learner's needs, reflective practice will enable our educational settings to be environments in which students will thrive. Throughout our life as educators, it is important that we do take a moment after our teachings to reflect in order to grow, and at Riveting Reflection, we will continue to do so.

References

Gibbs, G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Killen, R. (2009). Effective teaching strategies: Lessons from research and practice (5th ed.). South Melbourne, Vic: Cengage Learning.

Mulder, P (2018). Gibbs Reflective Cycle by Graham Gibbs (p. 1-6)

Schon, D. A. (1984). The Reflective Practitioner: How Professionals Think In Action (1st ed.). Basic Books.