Standard 6. Reflective practice in diverse settings.

Educators should continually reflect on their practice to extend their knowledge,

improve their teaching, and refine their evolving philosophies of education. They
should stay abreast of developments in the profession and be able to think critically
about various teaching practices. Educators should continually strengthen their
knowledge of subject matter through scholarly study, professional reading, and
discussion with colleagues. They should deepen their understanding of children’s
learning and development through classroom-based action research. Educators should
be open to change and innovation, continually engaging in the process of professional
growth.

According to Roseli Serra, “Reflective teaching is a personal tool that teachers can use to

observe and evaluate the way they behave in their classroom.” It can be both a private process

as well as one that you discuss with colleagues. When you collect information regarding what

went on in your classroom and take the time to analyze it from a distance, you can identify

more than just what worked and what didn’t. You will be able to look at the underlying

principles and beliefs that define the way that you work. This kind of self-awareness is a

powerful ally for a teacher, especially when so much of what and how they teach can change in

the moment. As a teacher I don’t feel like there isn’t a single moment of the school day where I

am not reflecting. Teachers reflect on themselves especially if a lesson went well or not.

Teachers also reflect on their students. They not only reflect on if students are learning what

they are supposed to be but also the behaviors of their students as a way to make sure

everything is ok. I believe reflecting is a huge part of teaching because it keeps me in check and

makes sure I am doing the best that I can for my students.

Being a teacher is a lot harder than it was years ago because as a profession there is

new things we have to be aware of every single day. But as requirements and standards change

the one thing that doesn’t change is that we need to there for our students no matter what.
Many times, this includes changing the way we teacher to make it more geared to the learning

needs of our students. According to Tomlinson and McTighe, “attending to a teacher-student

relationship contributes to student energy for learning.” (p. 18) As a teacher this really

resonates with me because I want to build a strong relationship with all my students. I want

them to know that I am always in their corner doing whatever I can for them. Making sure they

receive the best education possible. It’s a lot of pressure sometimes teaching but I know

Wheelock has given me the skills to be their cheerleader.

Artifact 1: Unannounced CAP observation feedback from Amanda Murphy

This artifact is one of my unannounced observations from my practicum for the CAP.

What is so beneficial of the unannounced observations is that you never know what the mentor

teacher will do them, so you always have to be on top of your game. I decided to include this

unannounced because Amanda gave me a lot of feedback to reflect on and I was able to

incorporate the feedback into further lessons. I believe this artifact best reflects the standard

because without the expert feedback from Amanda I would not be able to fully reflect on my

lessons because I still am learning how to be a teacher.

Artifact 2: Performing Arts Major Portfolio

At Wheelock not only did I have to do an education portfolio, but I also had to do a

performing arts portfolio. I decided to include this as an artifact because in the portfolio you

see I reflected not only on my work as a performing art major but how I plan to incorporate

performing arts into the classroom. Without reflecting on the work, I have done in both my

majors I would not be able to fully understand the big influence they both have had on each

other. Every education class I’ve taken I’ve looked at how I can incorporate the performing arts
into the content. In my performing arts classes I always look for the educational moments that I

can transfer over to the classroom.

Artifact 3: Curriculum Development Final Binder

This artifact is from my Curriculum Development and Teaching Science final lesson. At

my pre-practicum my final lesson was a science lesson and I did the lesson to the whole class

and my supervisor. In the binder (shown as an electronical document) I explain all the effort I

put in to create the lesson as well as the differentiation, so all my students could achieve the

tasks at hand. Also, in the binder I had to reflect on every aspect on the lesson. I reflected on

how my students did, the lesson itself and the feedback from my supervisor. I believe this

artifact encompasses this standard because not only did I do a lot of reflection but I also put in

a lot of effort in how I taught the lesson so all of my students would be able to learn.

In conclusion this standard has strengthened my beliefs on why reflecting on all aspects

of teaching is important. As well as that as their teacher I have to be there for my future

students no matter what.

References:

Serra, Roseli. “What Is Reflective Teaching and Why Is It Important?” Richmond Share Blog |

High Quality Content and Interaction in the ELT World, 19 Sept. 2017,

Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding

by Design: Connecting content and kids. Alexandria, VA: Association for Supervision and

Curriculum Development.