How do you reflect and talk with other teachers?

I think talking with other teachers, trainers and coaches is an essential element for reflection and growth. This is something I saw clearly when I ran my own language school - observation of other teachers, constructive feedback and open discussion can be invaluable tools to improve overall performance. Nowadays, I'm a solopreneur, and therefore I don't automatically have colleagues around to talk to. That's why I'm such a fan of LinkedIn! It has helped me build a network of real contacts to exchange ideas with and get help and feedback. I've been involved in 3 mastermind groups of esl teachers and coaches formed through contacts on LinkedIn. These have been an important elements in both my coaching skills and growing my business.

Although many consider this process valuable to the junior faculty, the habit of exchanging ideas with colleagues can also be enriching for more experienced instructors. In general, once an instructor designs a course, they maintain the main structure and concept, and update some small percentage of the course content every semester. However, there are always new techniques, strategies, and methodologies that junior faculty design and could add value to traditional classes that have not changed significantly in recent years. Keeping our minds open to new ways, content, and methods can revive a class and leave students with a sensation of being part of an innovative, mind-challenging course that leaves life-long lessons.

To reflect and engage with fellow teachers: Self-Reflect: Assess lessons for improvement. Peer Observations: Exchange classroom visits and feedback. Feedback Sessions: Discuss strategies with colleagues. PLCs: Join groups for shared learning. Conferences: Attend to learn new methods. Online Communities: Engage in discussions. Collaboration: Work on joint projects. Mentorship: Learn from experienced educators. Action Research: Analyze teaching strategies. Student Feedback: Adapt based on input. Admin Involvement: Contribute in meetings. Reflective Workshops: Attend training for improvement. Nurture growth through reflection and collaboration.

In the MC Escher maze of education, self-assessment is your map, and it guides you through the mazes of methodologies and strategies. When you look within you identify the high grounds and the pitfalls in your educational journey. But a lone teacher can only see so far. Work with other teachers to broaden the horizon and to share information from different sides of the maze. Their experiences, their learning can fortify your approach, and offer alternative routes. It's not just about the enhancement of knowledge, but a profession united in purpose – superior teaching. This camaraderie not only hones your craft but rekindles the fire that makes you step into the classroom, ready for each day. Stand ready. Reflect. Engage. Discover.

Reflecting and conversing with fellow educators is achieved through open sharing and constructive discussions. By exchanging ideas, experiences, and insights, teachers gain fresh perspectives and innovative approaches. Positive conversations about successes and challenges foster a supportive environment, nurturing professional growth. Collaborative reflections encourage refining teaching strategies, enhancing classroom dynamics, and adapting to diverse student needs. Ultimately, these interactions cultivate a vibrant community of educators dedicated to continuous improvement, benefiting both teachers and students alike.

In my experience, a highly effective method of self-reflection in online teaching was when I began watching recorded class videos. This practice has proven invaluable in identifying areas for improvement and recognizing my own weaknesses.

In my experience, i find talking with other teachers who have a different teaching philosophy rewarding. Talk about classroom practices and teaching approaches. It gives you new perspectives to what you can do to improve your craft.

A key scholar in reflective practice, Donald Sch?n, distinguishes between reflection-in-action (reflection that happens during key moments of teaching, often leading to small adjustment in situ) and reflection-on-action (reflection that takes place some time after an activity is completed, reflecting on what went well/what you could improve for next time). However, writing your reflections down while teaching and remembering all salient moments from a lesson at the end of an eventful day can be challenging. To support both types of reflective practice, I suggest using a combination of methods, including regular reflections with colleagues (coffee breaks), note-taking (for aha-moments) and longer journal writing (to support self-development)

Reflection is a compass. Start without technology. Start with pen and paper. A journal acts as a debrief of lessons, capturing raw thoughts, strategies, and outcomes. You can use frameworks to give your reflections structure, but you do not have to. Construct a portfolio – your toolkit of achievements. Within it, embed lesson plans, evidence of student triumphs, and tests, then dissect their significance. Self-assessment acts as your preparation and spotlights prowess and weak points. Yet, no teacher thrives in isolation. Get intelligence from all those who works with you - students, colleagues, or administrators. Their insights become your advantage. Adjust. Evolve. Overcome.

During such exercises, something that helps tie the learnings together is to engage them in reflecting on three questions: 1. What have I learnt about myself? 2. What have I learnt about my colleagues? 3. How can I apply what I have learnt to help my students have better learning outcomes? In my experience, providing such questions leaves the teachers with a sense of recall. Each time they come across content or apply techniques learnt during these workshops, they feel a greater sense of motivation to use these answers in practice.

I agree with engaging with other professionals through workshops, webinars or even some exclusive groups for teachers. Through this you will be able to learn more from others and incorporate new ideas. I once attended a Teacher's conference organized by an Indian and I must say I learnt some things and connected with people from different backgrounds.

Education is communication. Your professional learning community should have shared goals to bring unity and vision. If it does not? Find your real professional learning community outside of your school (LinkedIn works!) Then seek mentors, experienced educators, to guide your moves. Workshops, classes, and seminars? They're your briefings of practice. Engage in the digital frontlines – sites, forums, and podcasts. There, voices from different battlegrounds share wisdom, challenges, and insights. Each interaction, each dialogue offers a chance to refine your tools, to learn, adapt, and grow stronger. Use these tools. They make us human. They make us teach.

In addition, having institutional support to exchange ideas to improve e-learning experiences is key for having a productive and successful learning experience when exchanging ideas with instructors. The value of that support can be seen in two manners. First, the reflecting and talking exercise among teachers should leave a mark in the pensum of the courses so that the ideas do not leave when the instructors move to other institutions. Great ideas coming from these discussions are a great source of information for course profiles. Second, having institutional support can guarantee that ideas from certain instructors are appreciated, recognized, and/or protected. Some institutions give points to instructors for improving the courses.

To navigate reflection and dialogue demands preparation and foresight. First, chart a course; why are you doing this? If it is not reasonable there can be no real dialogue. Recognize the terrain: who are you engaging with? What do they bring to the table? Time is your most precious resource; use it wisely. Choose your format: a quick debrief or an in-depth analysis? Be academically honorable: respect privacy, maintain confidentiality, and give due credit. Be aware of what is sensitive and only discuss it if you must. With this preparation you're not just navigating; you're traveling together.

For remote teachers the challenge is finding spaces to discuss the course content and potential improvements. Although there is no chance to discuss ideas for improving the class over a coffee in the teachers’ room, creating some video calls for asking questions and giving feedback can be of great value. Those meetings allow teachers to share perspectives on the classes or topics, but also realize that they are not the only ones struggling with some issues. Two minds can think better than one so those meetings can also become great spaces for brainstorming and collective creation. Usually, those solutions capitalize on individual experiences teaching different courses, in diverse fields, at various institutions.

Reflection and conversations with peers should be everyone’s practice in education. Even if it is new to you be open and eager to refine your art. Seek truth, even if it means breaking down your hard-held views, and question your methods. Zoom in on precise instances that tie back to your classes, your questions. Respect – not just for peers but for the teacher inside you – is paramount. Ground your discussions on solid evidence, reinforce your stances, steer clear from nebulous assertions. This discipline will not only light your path but make your meetings about growth instead of a chore. Push forward and always aim for mastery because we can all improve.

Reflection is key to living out our true purpose. It is not a method used only to refine our teaching skills. Self reflection drives us forward in self mastery in areas that require growth. I know I might not have a title or job as a teacher but I am a teacher by sharing my knowledge with others whenever there is a meaningful conversation. Have coffee with others and seek feedback often ?

A last thought I want to share is to have a good attitude when it comes to sharing your material with other instructors. Once I had the experience of another instructor using my course to teach it in a summer semester. At the beginning I was not comfortable with the idea of them using all my content to teach the course. However, that instructor was always respectful in recognizing my authorship and gave me great feedback on how the course could be improved. They also appreciated the good things that I had done and shared those thoughts with my boss. All in all, having an open mind allowed me to enhance my course and I have continued teaching it to this day, always with a keen eye for potential improvements.