Following is my attempt at the next Reflective Practice Blog Challenge: generalization.
This challenge was set by Zhenya Polosatova over at John Pfordresher’s blog.
Here are the directions for the challenge:
Directions for RP Challenge 5: look back at the description and analysis you provided and formulate generalizations about learning, teaching, communication, (personal and professional) awareness, etc. Are you surprised to see the generalizations you wrote? Have you had them for a long time or are they the result of that particular experience you had?
One thing that I have come to love about reflective practice is exploring my beliefs. When I first started I remember clearly claiming that I didn’t have any beliefs. To me beliefs were things that I couldn’t change my mind about. Sure I had strong feelings on some things, but I didn’t want to be stuck to those in my own mind or anyone else’s. As I’ve been practicing, reflecting and blogging, I’ve started to uncover the beliefs I didn’t think I had, much to my own astonishment. Now I sort of enjoy the process – peering into my practice and saying “Oh, look. This must be a belief!” and then taking a closer look at it to see if stands up to scrutiny. I don’t feel so afraid of being attached to beliefs anymore.
In the interest of uncovering my beliefs, I took the Teaching Perspectives Inventory online. I’ll tell you more about that in another post perhaps. I mention it because my highest score is for Nurturing (this makes sense to me since I think L2 communication requires vulnerability). And this is exactly what I did not do with Josh, which makes me wonder whether what I believe and claim to do is how my students perceive me.
I wrote: He may get a disproportionate amount of attention and that could affect his behaviour as well as how I approach him in class.
It seems I believe: It is necessary to give equal attention to all students in a class.
I wrote: It is possible that they don’t know how to approach the materials and that I’m not giving them enough guidance. It’s possible that determining main ideas is quite a new task for them and I am not patient enough.
It seems I believe: Giving students more guidance when approaching new tasks and materials and understanding that students are not always comfortable doing things they’re not sure they can get right is good practice.
I wrote: It is possible that my instructions were unclear.
It seems I believe: Giving clear instructions and checking understanding of those will make an activity more smooth.
I wrote: It’s likely that Josh didn’t make eye contact because it would be rude to do so in Korean culture when (he thinks) he is in trouble.
It seems I believe: Understanding students’ culture can help avoid misinterpretation of body language.
I wrote (in a comment): The interactive way I teach didn’t register to them as “study” and they thought they’d just been playing around, which is why they weren’t taking it seriously.
It seems I believe: Making objectives of each activity clear to the students can prevent misunderstanding.
Most of these statements seem pretty obvious to me. The one that surprises me most is the first one: “It is necessary to give equal attention to all students in a class.” I’m not sure whether I believe or practice this. Not all learners are alike and some are more independent while others if I take my eyes off them for five seconds they might burn the building down.
One thing I didn’t touch on is the role of empathy and whether or how I’m meeting the students’ needs (and my own). This is important to me so I’m surprised by its absence.
Thank you for joining me on this exploration. I look forward to your comments!