Preparing to Teach in the Lifelong Learning Sector: Session 1
I think this first session went pretty well. Most of it was introductory so I didn’t have to do much talking. I suspect I might be the class swot because I was the only one who already had some of the recommended textbooks for the course :). There are roughly 22 of us and I’m the only person who wants to teach history (there are a wide range of ( Read more... )
The only "reflective practice" is the natural thinking after a situation which any thinking person does naturally. They don't need to artificially think it through and write a long essay all about it. Its impossible to get into this kind of habit when one is teaching properly - the contact hours plus preparation plus assessment hours on their own will preclude anyone from then writing even a page on EVERY single lesson!
Anyway, its a hoop that needs to be jumped, and to help you, set out the journal in a similar way to this:
Set the scene. (What was the lesson about - either one you've BEEN taught or one you are delivering).
This is the "story" - there is no analysis.
What was good/What could be improved? (This is fairly self explanatory, but is where you are analysing the situation)
Learning points (From the analysis, identify what you can do to improve understanding; e.g. research a specific area further. Find a different teaching strategy etc.
Provide a "timescale" and a measurement to "prove" you have learnt or achieved the point of learning.)
Alternatively, have a look at these links:
Reflective Journal (This opens directly into word).
Structured Journal
Structured Journal suggestions and Template
The biggest criticism I have with this whole reflective journal rubbish, is that its supposed to be "yours" - unique to you and the way you work/think, yet you are being forced to write it in a way the tutors want you to write it. This represses your ability to write reflectively which, if you have a journal anyway (which you do), you would do naturally in your own way.
You are essentially being forced to unlearn something to re-learn in a way that is not natural to you.
The more dangerous aspect of this whole process is that it is very, very easy for the student teacher to end up in a cycle of negativity. If you are constantly having to look for learning points/ways to improve, then you are never really looking at what you do well.
To help you NOT fall into that trap, recognise the journal for what it is and just play the game to pass the course. I have seen too many teachers feel like utter failures and the root cause is the journal.
It may also be useful to you to look at some teachers blogs. In particular let me recommend these pages, all run by the same person. He used to be a real supporter of "reflective practice" but in recent years has changed his mind. He still supports it in general, but doesn't feel it is the be all and end all of a teacher's practice, particularly in the way it is pushed. You can also reference his work in your assignments and he helpfully provides the correct referenceing method for each individual page. He is very enlightening, and he is a lecturer of many years standing as well as training new teachers:
Doceo - on learning and teaching at college, university and professional levels
Teaching and Learning
An Occasional Reflective Journal
Recent Reflection Blog
Hmm - this has ended up rather longer than I expected, but hope you don't mind.
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I think I would have less of a mental block if it was actually about a lesson I'd taught (what went well or badly), but the session basically consisted of introductions/icebreakers, the important points in the course guide, the use of the reflective journal (which I helpfully don't appear to have made any notes about), ground rules and what makes a good/bad teaching experience. Actually, typing that out has helped...
The journal asks 4 questions for each week of the course and differentiates between developing practical skills and developing knowledge and understanding as a result of the activities in the session. I think that's the bit that has thrown me, but I may be overthinking it.
Anyway, as a result of our conversation, I think I have a better idea of what I'm doing so thank you again for that.
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