How can you improve your teaching practice with reflective models?

The Vedic taxonomy in the Gurukul educational system has two mantras 1. the learners and teachers were equal and collaborated 2. Education comprised 'sravana manana nidhityasana' meaning 'observing, reflecting, practising'. Reflective practice is to contemplate what has been sensed and retained soon after the learning experience to anchor in discrimination and test it out in the real world.

Reflective practice is the process of examining your experiences, behaviors, and outcomes in teaching to learn from them and improve your practice. It involves taking a step back to analyze what happened during your lessons, considering what went well and what didn’t, and thinking critically about how you can make changes. Reflective practice is an ongoing cycle that encourages continuous learning and adaptation. It helps teachers become more aware of their teaching methods, the needs of their students, and the dynamics of their classrooms. By regularly engaging in reflective practice, teachers can develop a deeper understanding of their strengths and areas for growth, leading to more effective and intentional teaching.

Reflective models help coaches recognize their own emotions, biases, and assumptions, enabling more effective and neutral coaching. They help coaches to make coaching decisions with data and experience, leading to more effective and results-driven coaching.

Reflective models provide a structured framework for reflection, helping teachers to systematically analyze their experiences and draw meaningful insights. Without a model, reflection can be unfocused or superficial, but a model guides the process, ensuring that all important aspects are considered. Reflective models encourage teachers to think critically about their practice by asking targeted questions, exploring different perspectives, and considering the impact of their actions. Using a reflective model also promotes consistency in reflection, making it easier to track progress over time. Moreover, these models can help identify patterns, inform future planning, and support professional development.

From a neuroscientific perspective, our first responders in learning are our sensory organs. Each of us has our preferred sensory mode of learning. Reflective practice needs to use that preferred mode. For many, it is the visual mode. Such a person can visualise what has been learnt as scenarios and expand them into real-life incidents on a what-if mode. This practice can also be used to deploy learned insights to reframe debilitating limiting beliefs.

Kolb’s Experiential Learning Cycle: This model is based on the idea that learning is a cycle consisting of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. It emphasizes the importance of experience in the learning process. Smyth’s Framework for Reflection: This model involves four steps: Describe, Inform, Confront, and Reconstruct. It’s particularly useful for challenging assumptions and exploring deeper issues in practice. Schon’s Reflective Practice: This model distinguishes between reflection-in-action (thinking on your feet during an event) and reflection-on-action (thinking after the event). It’s valuable for immediate and retrospective reflection.

Choosing a reflective model depends on your goals, the complexity of the situation, and your comfort with the reflective process. If you’re new to reflection, a simple model like Gibbs’ Reflective Cycle can provide a clear, step-by-step guide. For more experienced practitioners, Kolb’s or Smyth’s models might offer a deeper level of analysis. Consider the nature of the experience you’re reflecting on; for instance, Schon’s model is excellent for immediate, in-the-moment reflection, while Smyth’s framework is suited for addressing and challenging long-standing practices.

Using a reflective model involves applying it consistently to your teaching experiences. Start by choosing a recent lesson or event to reflect on. Follow the stages or steps of your chosen model, asking yourself the questions it poses. For example, if you’re using Gibbs’ Reflective Cycle, begin by describing the event in detail, then explore your feelings during the experience, evaluate what worked and what didn’t, analyze the reasons behind the outcomes, conclude what you’ve learned, and finally, plan how you’ll apply these insights in future lessons. The key is to be honest and thorough in your reflection, considering both successes and challenges.

Coaching, especially self-coaching, is a powerful reflective process. One starts with the present-moment issues, which may be a pattern of past experiences, to resolve and grow in the future. The reflective process would be at three levels of awareness creation; sensory, emotional and cognitive, bringing to bear all parts of one's neural network into the game. Visualisation, mindfree meditation, journaling etc are effective support systems.

When using reflective models in coaching, consider: - Scheduling regular reflection time - Authenticity and honesty - Creating a safe space for clients - Considering multiple perspectives - Focusing on actionable insights - Continuous learning - Accountability

While reflective models are powerful tools, it’s important to remember that reflection should be a habit, not just a one-time activity. Integrating reflection into your daily or weekly routine ensures that you’re continually learning from your experiences. Additionally, consider documenting your reflections, either in a journal or digitally, so you can track your growth over time. Sharing reflections with peers or mentors can also provide new perspectives and valuable feedback. Finally, be mindful of your mindset—approach reflection with curiosity and openness, rather than self-criticism. The goal is growth, not perfection, and every reflection, no matter how small, contributes to your development as an effective and responsive teacher.