Understanding Reflective Practice

Importance and value of reflection : What is a reflective practice

What is it?

According to many authors, reflective practice has significant benefits in enhancing self-awareness. It is also the ability to reflect on every action as the practitioner think about what he did and what happened and decide from that what he will do next time differently. Moreover, Finlay (2008) emphasised that, it is learning through and from experience towards gaining new insights of self and practice.

Why is important?

According to Moon (1999), it is important because it is an active and dynamic action-based and set of skills placed in real time, complex and difficult situations. It leads to a better understanding of others, as it can also significantly help the practitioner to develop creative thinking skills, as well as it helps to create confident teachers.

Explains 2 reflective models

Gibbs ‘Reflective Cycle’ was introduced by Graham Gibbs in 1988 in order to give structure to learning from experiences. This model provides a framework for examining experiences, its cyclic nature lends itself particularly well to repeated situations which allow the practitioner to learn and plan from things, which either went well or didn’t go well through 6 stages:

Description of the experience: what happened?

Feelings and thoughts about the experience: what were you thinking and feeling?

Evaluation of the experience, both good and bad: what was good and bad about the experience?

Analysis to make sense of the situation: what sense can you make of the situation?

Conclusion about what you learned and what you could have done differently: what else could you have done?

Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate: if it arose again what will you do?

Brookfield (2005) spoke about 4 lenses, which can be engaged by teachers in a process of critical reflection. It happens when practitioners discover and examine their assumptions by viewing their practice through four various interconnecting lenses:

Lens of their own autobiography as practitioners and learners

Lens of students ‘eyes’

Lens of colleagues experiences

Lens of educational literature

Give 1 ‘real’ example in a writing both models by using 2 tables

Gibbs

Brookfield

Evaluate the models, what is good and bad

On one hand the Gibbs (1988) model with its 6 stages of reflection encourages the practitioner to consider assumptions and on the other hand the Brookfield (2005) model proposes 4 lenses that can be engaged by practitioners in a process of critical reflection. The Gibbs cycle encourages reflective practice by asking questions toward 6 stages compared to the Brookfield 4 lenses arguably, Gibbs model may promote more focused opportunities to reflect on practice. Additionally, the most significant component of Gibbs reflective cycle comparing to Brookfield’s is that, it has an emphasis on the feeling of the reflective individual. The disadvantage of Gibbs model is it tends to be too descriptive and might not give the inquiring diligence needed to totally appreciate the involvements of various procedures, or of the idea processes underpinning them. According to Jasper (2013), Gibb’s model only takes more consideration of the practitioner’s point of views only and there’s no expanse for those on the other side of each event or action. The advantage of the Brookfield’s model is that it takes a holistic outlook, and conveys teaching practice from an excerpt of point of views. The disadvantages of Brookfield’s model is that, it is considered as less useful for producing assessments of teaching in action, it is more appropriate for summative reflection, and maybe also less practical for prompt use as a result. Moreover, the Brookfield’s lenses required not only time for a detail work but outcome in a changeable and slanted portrait. The two models, presented in this part, are both important, as they can be used by the practitioners in order to reflect on their own practice and actions. However, in my opinion, I find that, Gibbs model is more effective, as it considers possible alternatives to the course of action, which the practitioner may take or whether other options which can be applied in the future.

Critical incident reviews

Incident 1

In one particular incident with a very challenging student, where she started to talk on the phone during a class lesson, I raised my voice and insisted that, she should switch her phone off. I insisted on stamping my authority but things ended up getting rather heated as the student started to shout. The incident acted as a wake-up call for me, and things only got better after I reverted back to being my ‘old self ’and when I remembered that common characteristics of people with autism are social interaction, communication and imagination (Roth, 2010). Therefore, I reverted back to talking to the student on a one-to-one basis, and having a calm word with her, where I explain to her about classroom policy, where she had gone wrong and what she should asked me a time out in order to respond to her calls instead. I spoke with her without any judgmental attitudes. In order to reflect on this incident, I will use the Gibbs (1988) reflective model, because it is clear and precise allowing for description, analysis and evaluation of the experience that helps me to make sense of experiences and examines my practice by using the 6 stages.

Incident 2

As Brookfield (1990, p.84) stated that, a critical incident is “vividly remembered”, I still remember during my placement the day where I planned group activities for a cookery session. I divided the class into 2 groups and they were 3 on each group. Instructions was given, tasks assigned and it was agreed that, each group will make 6 lemon cakes. All of them worked hard, but at the end of the cookery, when it was time of serving one the student in the first group took 4 cakes for herself instead of dividing equally. She ignored my instruction and other people feelings. This incident made me think directly to the lenses of Brookfield model in order to reflect on this difficult situation of maintaining peace in my class. I needed to see incident through the eyes of students, colleagues and literature in order to reflect my own reaction to the incident. I later had a talk with one of my colleague on this incident; she served me as a mirror to reflect back to me images of my own actions as this situation took me by surprise. She described her own experiences, when she dealt with the same crises.

For both incidents, I consequently applied some behaviour management strategies I acquired from observation of experienced teachers. As the behaviourism (Skinner, 1974) learning theory includes both positive and negative reinforcement with the purpose on one hand to motivate the learners and on the other side as a punishment but the main principle is to use positive reinforcement for increasing good behaviour in class.

Reflective practice- Pulling it all together

This part of my assignment is concerned with an account of my professional learning reflecting my practice. It highlights how I handled, listened, reacted in relation to certain theoretical perspectives. My journey as a PGCE student and a trainee teacher started from September 2019 to May 2020. I was very excited when I received a letter with an offer of placement place at Quarles branch in the foundation skills course. At the beginning of my placement, it was agreed with my mentor that, I should teach 2 groups of students with learning difficulties of Entry level 1 and Entry level 2 with the aim of developing their independency skills. Honestly, it was not easy when I started but all become smooth and I felt more confident as I progressed with my teaching practice. I still remembered very well, the first time when I was observed by my tutor and my mentor. I was so anxious and was unable to deliver effectively the lesson because I never taught a group of learners; I was more comfortable with one to one support, as I use to do. However, the constructive feedback, received from my tutor, allowed me to gain reassurance and an understanding of the importance of professional standards for a successful placement and a teaching career. I find what were my strengths and my areas for development and I learned how to better present my ATPS which consists of my lesson plan, rationale, scheme of work and resources for my future observations. The second and the third observations were conducted by my mentor, I felt more confident as I prepared a good range of activities which includes all learners and this was linked to the P.S 5. In addition, I also gave instructions to LSA’s before the beginning of sessions.

Observations of experienced teachers

During the very beginning of my placement at Quarles, I spent a great time of observing several experienced teachers in their attitudes and approach to students with SEN. I noticed that, they are very devoted on their careers, they understand various common triggers for challenging attitudes and the intervention used depend on the specific triggers for each young people and they still value them regardless all. As Wright (2008) emphasised that, it is not possible to be a brilliant teacher at the beginning of the training but it could be possible to be a brilliant trainee by listening advises from experienced teachers and by reflecting on the observations seen. Therefore, I consciously tried to note, follow advises and reflect on how teachers reacted with students in a variety of behaviours and how they communicated with them with compassion and professionalism. Overall, I have gained some transferable skills which can be used on daily basis; these include the way of making students of working in group as suggested by Vygostky (1978) and the ability to manage behaviours.

Classroom Teaching

I planned my teaching using lessons plans and scheme of work in accordance with the policy put in place by the organisation in order to meet the curriculum standards and this is linked to the professional skills 14. I met many experienced teachers as the professional skills 6 recommended, I was invited by other staff members who were sharing resources needed in the SEN Field in order to develop best methods that can meet effectively learners needs. As Schon (1982) recommended that, professionals should reflect in the situations, which are relatively unpredictable, I consciously reflect how to deliver effectively lessons to my learners with learning difficulties because teaching pupils with SEN might be very challenging due to their conditions. I firstly started with simplified activities leading up to more astute as the teaching practice progressed; this is linked to P.S 3 and 4.

Self-evaluations

I used the Self-evaluations forms after each observation in order to reflect and improve my teaching practice. The self-evaluation of my own practice is closely linked to the professional standard 2; this practice helped me to understand what works best. Moreover, in order to achieve good quality learning within education, I needed to reflect as part of my learning process. This process allowed me also to review my actions by looking into my self-evaluation as Hall and Marsh (2000) proposed that, the practitioners should prepare their own evaluation forms in order to identify and analyse strengths and weaknesses within their practice.

PGCE taught

As a student, it was required that, I should prepare and present micro-teach. I had 4 micro-teach with different topics through the academic year but specifically my first micro-teach was related to my subject specialism ‘understanding dyslexia’ and this is linked to the P.S 7. Moreover, at the end of each micro-teach, I received constructive feedbacks from my lecture and colleagues. It significantly helps me to build my confidence simply because I learned what was good and what I have to improve.

Challenges

The journey to this point has been a long one, very challenging with a busy schedule, the workload was too much because I needed to complete my assignments, to prepare lessons, to teach, to assess my student and to manage with family life as well. In my opinion it is compared to a bus timetable, when you are late the bus will not wait for you and honestly this academic year was not easy. In addition due also to unprecedented situations I faced two month ago I was about to give up but I hang in and was still believing that my dream will come true. Caught between sicknesses, several visits into the emergency trials, and assignments deadlines, As Jacelon (1997) stated that, the resilience is the ability of an individual to weather adversity; I decided to be persistent in the midst of the storm. I applied for extension in order to complete all my assignments with extra support from my tutors.

Action Plan

As Hall and Marsh (2000, p.34) suggested that, an action plan should involve the steps such as firstly, identifying and selecting areas for improvement, secondly planning how to improve, thirdly carrying out the plan, fourthly observing and recording the effects of action and finally, thinking about these effects, deciding on future action. I decided to follow these lines for my own action plan (Please refer to the Appendix)

CPD (Continuing Professional Development)

The CPD has been highlighted as the major element in order to keep professionals up to date with continuing change (Hall and Marsh, 2000). It is important, as it ensures that, professionals maintain and enhance relevant knowledge and skills needed to deliver professional service. An article published from …….. That the importance of continuing professional development should not be underestimated as it is a career-long obligation for practicing professionals In order to keep myself updated within my field and to enhance my subject specialism on with the latest research, theories and teaching practice on the field of special educational needs, I will constantly read books or visit websites of specialist organizations such as the National autistic Society, the Dyslexia Society and the education within SEN Field.

For updating my teaching and learning skills: peer coaching (to be coach in my subject specialism), peer review and observation, peers visits to community organisations, work shadowing, chairing team meetings, sharing ideas And resources with other practitioners, updating my knowledge through internet, television or other media and reviews these with a group of professional colleagues, reading and reviewing books or journal article.

For updating my subject specialism: gaining further quail, supervising research, leading project development in SEN area, planning or running a staff development activity, organising trips and work placement, reading the latest journal article,

References

Brookfield, S. (1995) Becoming a critically reflective Teacher. San-Francisco: Jessey-3ass

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

Hall, L. and Marsh, K. (2000) Professionalism, Policies And Values. London: University of Greenwich

Jasper, M. (2013) Beginning reflective practice . 2nd edn. London: Cengage Learning

Moon, J. (1999) Reflection in Learning and Professional Development: Theory and Practice, Kogan Page, London

Roth, I. (2010) The Autism Spectrum in the 21st Century: Exploring Psychology, Biology and Practice. London: Jessica Kingsley Publishers

Schon, D. (1982) ‘The crisis of professional knowledge and the pursuit of an epistemology of practice’ Journal of Interprofessional Care 6 (1)

Skinner, B.F. (1974) About behaviourism. New York, Knopf; [distributed by Random House]

Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press