What it means to be a reflective practitioner & lifelong learner

Throughout my practicum experiences, I have been actively trying to improve my practice. During my first practicum placement, my associate teacher took notes on each of my lessons as I taught or just after. She called this my “TAG” book, and she wrote things she liked (T), asked questions (A), and gave a suggestion (G). Before showing me her feedback, she would have me write my own TAG reflection (self-assess). I would then share my reflection with her, and she would share her feedback. Oftentimes, my own reflection matched up with the things that she had noted as well. I believe that doing this helped me to jump start the “seeking opportunities for learning and professional growth” portion of the adaptive expert model. I continue to reflect on my lessons even with a new associate teacher, and ask for feedback on how things could be improved. I strive to use this feedback and incorporate any suggestions into my next lesson if applicable.

As teachers, we often like to try new ideas that we hear or read about from colleagues or experts in the field. In my practicum last year, my associate teacher was trying out spiralling the math curriculum for the first time. She also used randomized grouping, which she had heard about from Kyle Pearce, an Ontario math educator, as well as using non-permanent vertical learning surfaces in a grade 2 math classroom (research primarily focuses on older grades). As the year went on, we observed what was working and what wasn’t and tweaked things accordingly - I consider this to be conducting first hand research in order to improve our classroom environment and teaching. I have since started listening to an Ontario math podcast called Making Math Moments that Matter, hosted by Jon Orr and Kyle Pearce - two prominent Ontario math educators. They often host experts such as Marian Small and Jo Boaler, which provides an excellent way for me to continue building my education in math pedagogy, with supporting research and data to back it up.

I have had the opportunity to learn about differentiation through IEPs and teaching strategies. Students on IEPs have specific accommodations or modifications which need to be put in place to support their learning. For example, two students in my practicum class use Google Read & Write for writing assignments, and one student has hearing loss in one ear, and so we use an amplifier when teaching lessons (small walkie-talkie like device which the teacher wears on a lanyard), and the sound is amplified through a speaker in the classroom. While not all of our students have hearing loss, the amplified sound can make it easier for everyone to hear. Another great way to differentiate (for all) is by creating open-ended and open-routed questions, students can access them from wherever they are at in their learning using a variety of strategies.

In order to be the best teacher I can be for my students, I know that I must first take care of myself. It is important to recognize that I need to take a break and do activities that help me to relax or burn off steam.

Further, it is important that I get to know my students - who they are and what they need. By knowing my students, and including content which demonstrates and respects a diverse range of people throughout our studies, students from all walks of life will feel included and valued. I hope to have a feedback loop between myself and learners, asking them what they need to be successful. As Timperley (2014), suggests, “[i]n the past it has often been adults who have decided what is right or wrong with learners, and what is good for them, without involving them in either identifying issues or developing solutions” (p.5). Timperley proposes a new framework which includes the involvement of the learners, their families and communities throughout the whole process of learning. I believe that platforms such as SeeSaw, or classroom Twitter / Instagram accounts provide opportunities for such discussion, as well as teachers making positive relationships with families early on, before the need to call for something negative arises. Timperley stresses the fact that, “when you are trying new things, not everything will work equally well - especially not the first time. Continually checking out what is working well and what is not working wellis an essential part of the process” (Timperley, 2014, p. 6). I agree with this, and plan to continue to learn and improve throughout my career, as I believe that we cannot settle in to the same routine year after year, and new research is constantly looking for ways to improve and invigorate the work that we do. There are many things that I still need to work on, such as teaching a split grade and classroom management, and I will continue to be a reflective practitioner in order to improve.

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References

Timperley, H., Kaser, L. & Halbert, J. (2014, April). A framework for transforming learning in

schools: Innovation and the spiral of inquiry. Centre for Strategic Education: Seminar series 234. Retrieved from: https://teachingcouncil.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf