#Make a difference?
How and why should teachers engage in reflective teaching and how often do you practice it?
How do you personally measure successful teaching outcomes?
The end of 2019 signalled the completion of a wonderful 6-year educational journey at #SomervilleHouse and the beginnning of a new and exciting adventure into the great unknown of international teaching in Peru. As I pondered the shift to a new country and teaching experience, I found myself reflecting and questioning whether I actually made a difference to the students I found privileged to meet over the last 6 years.
Did I successfully engage my students academically, as well as provide an environment to develop their social and emotional intelligence?
Did I succeed in making them more internationally minded? To become conscientious citizens with an understanding of contemporary issues of local, national and global importance?
After all, I frequently bombarded my senior students with the sincere and often repeated message that I cared enormously about their academic performance, but at the same time, I was as equally concerned with a desire to develop their understanding of contemporary issues outside the classroom. I wanted them to become open-minded, conscientious and active citizens prepared to take action on issues of intolerance, racism and prejudice, as much as I wanted them study effectively for their academic success.
How do I measure whether I was or am able to succesfully achieve that?
According to prominent educational researcher John Hattie's Visible Learning framework: ...the most effective teachers are the most reflective teachers...[with] a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.” (Visible Learning for Teachers, p.159).
The #Cambridge International Education Teaching and Learning Team also concluded that:
‘Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress.’ (Cambridge-community.org.uk)
Additionally,
A study of “reflection” in the International Baccalaureate Diploma Programme developed by the IB Research department based on a report prepared by: Jacqueline Stillisano, Kim Wright, Anna Boriack, Tracey Hodges, Sunni Sonnenburg, Sandra Metoyer, Kayla Rollins and Hersh Waxman Education Research Center, Texas A&M University April 2016, suggested:
[that]…the teacher heavily influences how students interpret reflective thinking; when teachers model and encourage students to practise reflective thinking, students’ achievement and skills in reflective thinking improve.
What do these comments suggest about the role of reflection for teachers and how can we use this to determine if we are making a difference to the emotional intelligence and political awareness of our students alongside their academic performance?
How do you approach this as an individual educator and how does this fit into the framework of your school philosophy?
As a History specialist there is always the inherent driver to teach 'good' History. To provide a learning environment that encourages and demands a diversity of perspectives, to challenge stereotypes and pre-conceived beliefs, to develop independent learning and collaborative practices and foster creativity and critical thinking on a daily basis. No easy task I know!
However, it is also an overwhelming privilege and incredible opportunity to shape, guide and mentor the lives of young people academically and holistically. It involves a huge responsibility that can directly and indirectly influence the future choices and impact on our students world over and over again. Again, no easy task.
Therefore, like all other teachers I track the academic progress of my students, provide personalised and guided feedback on academic performance and aim to provide explicit and tanglible advice to improve future academic performance.
However, measuring the influence I have had on their holistic development, their social and emoitonal intelligence, is seemingly much less tangible.
Could the following example be considered a good measure of influence on both academic and emotional intelligence?
Published in the Somerville magazine in 2017:
‘Senior modern history, and I can speak on behalf of the majority of partaking students, is an elective that not only educates girls on the intricacies of significant people and events integral in the creation of the world we know today, but provides a reliable and open environment within the school community to develop our own perspective on social and political issues, both past and present, and how these influence us, the leaders of the future. With study focuses on Australian foreign policy, feminism, the United Nations and its flaws, and the purpose and philosophy of history itself, students of Modern are incredible prepared for life outside of school as girls became more educated regarding the history and nature of issues still so pressing in today’s society. I believe modern shapes young women to be worldlier, to have a broader knowledge of our social, political, and economic systems through learning and interpreting the deeper details of the past. Such an educational platform has led to the creation of the student run club ‘Women of the Future’, a discussion group for all middle and senior school students to discuss, question and debate current affairs, feminism and social justice issues. Modern History was an incredible experience, especially in grade 12, and perfectly prepares girls for future life endeavours, as the deeper lessons behind the curriculum are integral and valuable messages that stand the test of time.’
Gabbi A (Year 12 SH), Tuesday, 31 October 2017 11:07 AM
Can I now assume I effectively allowed my senior students to engage in historical, political and philosophical discussion in the classroom?
Did I make them more effective researchers and facilitate the ability to develop their research, analysis and evaluation skills?
Is this too presumptuous? It is only one perspective after all.
Could it simply represent a student writing something ‘nice’ when they were asked to provide a submission from a student’s perspective for the school magazine?
What next?
The student above established a ‘Women of the Future’ group for middle and senior students to critically engage in human and social justice issues that impact on contemporary young women today on a local, national and international stage.
Is this the measure of success?
As the subsequent patron of the group, it provided a wonderful opportunity and insight into how robust and passionate class discussions can provide a platform for students to feel confident to engage with others and find their own voice.
The education system and its teachers are often easily criticised and scapegoated as an undervalued and appreciated profession. This is not an appeal for sympathy, but perhaps a balanced reminder that when teachers impact the lives of their classes in a positive, differentiated and respectful manner, where students are empowered to make a difference through understanding cultural diversity, to tolerate differing perspectives, value ethics and social justice and have a healthy scepticism of their world, it is not only satisfying for the teacher, but it is also an opportunity to reflect on how we may just have made a difference in helping to develop that internationally minded, thoughtful and conscientious citizen that walks out the school gates for the last time.
In conclusion,
How do you judge success in your teaching/educational practices? How do you reflect and improve them?
How do you gain an insight into what others think of your teaching practice including students?
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