I am pursuing a master’s degree in education with a focus on advanced teaching, and this semester, I am enrolled in a course on research in education. A few weeks ago, we were discussing how educators need to conduct research to make effective decisions about their students’ learning. More importantly, educators must reflect on their practice to make necessary changes and accommodations to enable their students to succeed. Reflective practices in teaching involve purposefully and consistently contemplating our actions with the aim of improving our classroom practice. This intentional reflection can elevate our practice to the next level. By regularly examining our teaching methods, classroom interactions, and student outcomes, we can identify areas for growth and implement targeted improvements. Through reflective practices, we can refine our instructional techniques, enhance student engagement, and ultimately foster a more effective learning environment. This type of reflective teaching is the cornerstone of professional development, enabling us to hone our skills and maximize impact.
Whenever I think about reflective teaching, I recall my first job out of university, which was at ETASHA Society, a nonprofit organization based in Delhi that focuses on skill development and employability in underserved communities. In my role there, I was an “employability skills facilitator” and delivered experiential, activity-based classes on spoken English and interpersonal skills. ETASHA had a process in place called “reflective journals” or RJs for short. Each facilitator had to write a short reflection after every class. These reflections were posted on a shared email thread so that all facilitators at ETASHA could read them. Because each cohort of students had multiple facilitators, these RJs were helpful in maintaining consistency in scope and sequence, and in keeping all facilitators up to date with what was happening in each cohort of students.
However, for me, these RJs served a much greater purpose. I worked at ETASHA for over a year, conducting at least 2 or 3 classes every day, Monday through Saturday. This resulted in a significant number of classes. For each class, I diligently wrote an RJ. Initially, my RJs were simple and descriptive in nature, detailing what we did in the class. But as weeks went by, I started to write with a more analytical lens. Not only did I describe what we did, but I also reflected on what went well and what could have been improved, both in terms of my instruction and delivery, as well as the materials ETASHA used as teaching content. This rigorous process of reflection trained me and refined my facilitation, training, and teaching skills.
Even over 10 years after leaving ETASHA, I continue to reflect after teaching. While I may not write RJs after every single class I teach, I do make notes on how I could improve the learning experiences for my students. I find that a lesson plan that I have revised based on previous reflections becomes exponentially better the second time I use it. Whenever I think about reflecting, I am reminded of my experience writing RJs at ETASHA. Reflecting is an incredibly powerful tool, and intentional reflection is nothing short of a superpower that allows you to perfect your craft.
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