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14 Reasons Teachers Should Keep A Reflective Journal
14 Reasons Teachers Should Keep A Reflective Journal
Journal
Reflection is a state of mind. It is a state of being that invites contemplation, analysis and
speculation. The reflective journal is part of this extraordinarily simple practice. It serves as a
means for teachers to candidly share their insights, feelings, emotions, and ideas in a
confidential manner. Similar to a diary, it is meant to inspire reflection on events leading to both
success and failure in the classroom. Implementing a reflective journal and the reflection process
can be very beneficial and assist teachers in numerous significant ways not only in terms of their
professional careers, but also in their personal lives.
Why should teachers keep a reflective journal? A reflective journal can coach and train teachers
to learn so much about themselves and their profession. From personal and professional
perspectives, it can help teachers in improving numerous teaching qualities and skills. The
reflective journal can assist them in:
Many young or inexperienced teachers are reticent to speak about their classroom issues with
colleagues for fear of judgement (Dave, the new math teacher, is so incompetent!) or retribution
(You will never believe what Sarah, the French teacher, told me about her class!). It is a way to
privately note down issues and problems, while taking the raw emotion (feelings of failure,
doubt and fear) and panic out of the equation, in order to find concrete solutions to classroom
issues, one logical step at a time.
4. Improving Decision-making
In noting down lessons, personal and student feedback, teachers stand to gain a better
understanding of what impact their methods and strategies have on their student’s learning
styles. In the long-term and with much experience, the teacher can learn to quickly perceive
eventual obstacles or pitfalls associated with a specific teaching method or approach.
As the teacher becomes accustomed to the various student learning strategies and styles, the need
for adaptation may be necessary on behalf of both the teacher and student. Depending on the
situation, context, students, and resources, the teacher who adheres to the reflective process may
demonstrate a very flexible and spontaneous nature, by adapting their pedagogy mid-lesson.
Over time and with practise, this process can be used directly in the classroom environment to
assess student learning in order to signal the need or opportunity to modify and adapt a teaching
situation. It builds transversal metacognitive skills since it requires judgement, critical analysis,
brainstorming, and collaboration. And these skills lead to better informed decision-making and
self-confidence building.
6. Improving Observational and Critical Analysis Skills
Every day, a reflective journal will offer moments of observation and reflection. This should be
done in quiet and calm conditions. That is why it is important for a teacher to note down their
thoughts when they are alone, after class, or at the end of the day, when the experience is fresh in
their mind and not a distant memory or a memory that has been influenced by another party (a
colleague, friend or spouse).
Keep in mind that reflection is an ongoing process to develop critical analysis skills. The recent
memories are very useful to troubleshoot or brainstorm solutions in an unbiased and factual
manner. Emotion may be integrated as a side note into the reflective journal, but the recent
memoires should be based on fact. The recent memories are very unique and different from distant
memories that may be deformed with time or by someone else’s opinions.
Consider for instance, a job interview experience. After an interview a candidate will either feel
elation (I think I got the job!) or disappointment (That was so humiliating!). In either case, as soon
as the experience is shared with someone else, this other person will project their opinions or
emotions and sway the candidate’s initial sentiments. This is particularly true when the experience
is negative and the other person wishes to console or comfort the distressed candidate. For this
reason, a job candidate should note down their feelings right after their interview before speaking
to a peer.
It is important to note here that one of the main underlying objectives of reflection is overall
improvement and amelioration. Therefore, reflection methodology represents a fail-safe measure to
ensure preventative and precautionary assessments, not only in terms of teaching, and classroom
management, but above all in the area of career management, when difficult and stressful
situations (vicious circles) may arise. A reflective journal will assist a teacher in defining a plan of
action within or outside of the classroom.
Like the diary, the reflective journal serves as a psychological release and coping mechanism. By
means of reflection, the teacher can better focus on setting goals and recording ideas on the way to
achieving these goals. The reflective journal creates a place for the teacher to self-reflect, release
information or mental clutter, while boosting short and long-term memory capacity. It also
inspires creativity because when your mind is free of worry and stress, you are in a better position
to see the problem(s), build new foundations and take steps towards innovative solutions.
The reflective journal also encourages trouble-shooting and problem-solving through collaboration.
Collegiality is sometimes crucial to lesson creation, decision-making and classroom management.
What is murky and complex to one person may be simple and obvious for someone who is not
directly involved or implicated in the situation. Also, the reflective journal forum was created as
a community-driven collaborative means to create synergy amongst novice, seasoned, or
veteran professionals, in order to exchange on and address all types of problems, issues,
challenges or success and research related to the vast profession of teaching.
The critical analysis of one’s teaching should (with the right reflective journal format) encourage
occasional reflection on personal feelings with regard to the teaching post or the profession as a
whole. For this reason, the reflective journal and critical analysis of one’s teaching can promote
intellectual and professional growth. Perhaps an occasional change (of classroom level or
institution) is needed to refresh and rejuvenate not only the human experience, but also professional
dynamics.
13. Promote Teacher Autonomy
For the most part, a reflective journal methodology encourages teachers to become autonomous in
critically analysing their teaching methods and finding solutions to their own problems.
Nevertheless, even though reflection implicates a conscious, independent effort, a teacher who is
caught in a vicious circle for lack of viable solutions, can and should consult with a colleague or
superior. If there is apprehension about contacting employees within the same institution, a forum
or community of distant and perhaps international individuals may be the most suitable solution for
finding unbiased support and guidance.
Related Questions
What is a reflective teacher? A reflective teacher is a practitioner who reflects on and analyses
the quality of their instruction to assess the overall efficiency of their pedagogy, in terms of
institutional demands, student learning acquisition and classroom management
What is the purpose of a reflective journal? A reflective journal is a practical didactic tool
which can assist novice, seasoned or veteran teachers in structuring, gathering and examining
their feelings about their teaching performance, as well as assessing their overall teaching
efficiency through classroom or audience observation and reflection.