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The importance of reflective practice
The importance of reflective practice
The importance of reflective practice
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Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.
As an educator we should know and understand our own culture identity which is the first step to become a culturally competent practitioner. From that we will get to know how our cultural experience has moulded our own life which made us capable to acknowledge how these features impact on others. A culturally competent educator can communicate delicately and effectively with people who have different languages, cultures, religions, genders, ethnicities, disabilities, ages and sexualities and this educator will attempt to provide services which are consistent to the needs and values of the families and children by acknowledging them, and responding to them correctly. An Educator need to improve skills, knowledge, attitudes, perceptions and practices
Culture includes many things such as language, cuisine, dress, beliefs, ways of living, histories, traditions, customs, religion and lifestyle choices. Culture is part of who we are as an individual and who we are within the community. Culture adds to a sense of belonging which is underpinned throughout the Early Years Learning Framework. As an educator we need to respect a child’s culture as this is where they begin their sense of belonging within the world (Outcome 1- children have a strong sense of identity: children develop knowledgeable and self confident identities EYLF) Respect for diversity is also one of the principles within the Early Years Learning Framework (pg 13 EYLF).
I come to class with excited feeling and joy to learn and work with children and staff in this class. I dress appropriated clothes and comfort to work with children all day long. I avoid absences and spend as much as possible time in class to learn and be with children. I get used to the classroom routine schedule and ask with my colleague and teachers activities and events that occur between children that I don’t understand. I remain positive attitude in the classroom all the time.
Reflective Practice in the Early Years Tools for Practitioners 1. Introduction “We do not learn from experience... we learn from reflecting on experience.” -John Dewey- You have probably heard the term “reflective practice”, but do you really know what this means?
The term 'reflective practice ' is depicted by Gibbs in I998 in a circle. Which means relating this circle to childcare the practitioner can improve their practice after thought and discussion. Such description, feelings, evaluation, analysis, conclusion and action plan. Reflection is an essential part of working with children in any setting. Think of it as a circular process whereby you think about what you have done and how well it went ,get feedback from
My Reflection of Real Talk for Real Teachers Real Talk for Real Teachers written by Rafe Esquith has been thought provoking as well as entertaining to read. I have learned a great deal from reading this book and I hope to implement a few of his ways in my future classroom. I can relate too many of the stories that have been told in this book because this is real life in a school environment. I would like to break my summary down chapter by chapter.
Culturally responsive teaching is an approach to education that recognizes and nurtures unique cultural strengths that every student brings to the classroom not only to encourage success but also to promote an open-minded, supportive environment that celebrates cultural differences. Thus, culturally responsive teaching strategies build trust and encourage collaboration in the school community; improve communication, and create a supportive, respectful atmosphere where every student can thrive (School of Education, December 5, 2019). Some characteristics of culturally responsive teaching strategies are; getting to know the students and their families, designing an inclusive curriculum, accounting for language differences, communicating consistently high expectations, facilitating student empowerment, and addressing teachers’ biases (School of Education, December 5, 2019). We, teachers, should be familiar with these characteristics as they improve student success and enrich their learning experiences.
The insight that the EYLF sets out to achieve for cultural competence is ongoing learning and reflective practise. Educators need to engage and foster ongoing learning that is required and inclusion from other professionals when engaging in critical reflection. Critical reflection on matters such as professional reading, networking with other professionals in that same field, and learning from and connecting with families and the local community. The reflection includes reflection on relationships and partnerships with families, the extent to which diversity is respected and the curriculum supports high expectations and equity and also each staff members level of cultural competence. The EYLF also encourages children to develop positive relationships with others, and to respect diversity in order to develop social and civic skills, to establish and maintain respectful and trusting relationships with their peers and educators.
I believe this book has ideas and strategies that have relevance today especially for early years practitioners, as we have classrooms that are growing more diverse by the day. Being able to understand and adapt to their needs will immensely aid and enhance learning for all children. Bibliography: Baldock, P. (2010). Understanding cultural diversity in the early years. Los Angeles: SAGE.
Description: I had the opportunity to work as a teaching assistant for a graduate epidemiology course, first as a volunteer and then in a paid position. It was an enriching experience, and I was able to do more than simply help facilitate the course. I increased my own understanding of the subject by leading recitation periods, tutoring students, and working with an accomplished faculty member. Teaching also helped improve my communication skills, which include the ability to speak clearly and listen carefully. Both of these skills will help me to be a better physician.
Their reflection, as constructivist learning, is active and dynamic process which enables them to construct new knowledge that builds on from their own teaching experiences. This constructivist reflective learning involves learning in their real life contexts; is flexible in terms of their needs, time, reflective strategies
Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012).
It is essential to become ‘reflective practitioners’ as this will help to identify and affirm values and beliefs. Resources: A teacher needs to be resourceful. It is essential for teachers to be able to devise his/her own resources to make teaching and learning an engaging process and to prevent monotony from setting in.
Being a teacher is a journey that has much to do with learning about yourself and being aware that what happens in your classroom reflects only on how are you with yourself. Teachers are not conscious that they project into students, and that affects how things go in the classroom. I believe the first characteristic of a good teacher is that he/ she is always willing to analyze his/her teaching performance. Second the teacher is humble enough to receive input about the development and application of techniques, learning from it and improving.
