Self Reflection Of A Teacher

2222 Words 9 Pages
With the increasing diversity in nowadays classroom, teachers are facing challenges when communicating with children with different cultural backgrounds, religious beliefs, learning preferences and developmental levels. Becoming a reflective practitioner is essential for a teacher to grow, expand and open up a wide range of possible choices and response to meet the needs of all students in a diverse classroom. A reflective practitioner refers to a teacher who actively engages in reflection practices with respect to daily teaching, pedagogy and personal beliefs (Larrivee, 2015). Through critical reflections on their behaviors and professional practices, teachers build confidence in dealing with inevitable dilemmas and tradeoffs involved in …show more content…
Larrivee (2015) stated that reflecting on how teachers’ personal beliefs, values, expectations and assumptions shape their teaching, inform their judgments and influence their curriculum-decision making are at the central of self-reflection. Beliefs and values drive teachers’ behaviors by impacting their teaching styles and responses to students. Beliefs create the window through which we view the world, shaping our identity. Values are deeply rooted views about what we think are rewarding. They steer how we behave in daily teaching to pursue educational goals and learning outcomes. As teachers develop the capability to be self-reflective, they become more aware of the way they perceive and react to students as well as recognize some of their unconscious ways of communicating with students. My mentor felt very sorry after she yelled at one of her students mainly because that student kept posing questions to her during group meeting time and interrupted her teaching schedule. She inquired about her personal intentions and feelings: Am I considering alternative ways to calm him down? Why am I so intolerant of his inappropriate behavior? Though reflective inquiry and reflexive inquiry, she recognized the reflexive loops that limit her potential for tolerance and acceptance of students’ perspectives and behaviors. Argyris (1990, as cited in Larrivee, 2015) defined the term reflexive loop as the process where we select data based on our beliefs and values, add personal opinions, make assumptions, draw conclusions and then ultimately take action. The whole thinking process is based on our beliefs and values, which are mostly unexamined and subjective. Becoming a reflective practitioner calls teachers to immerse in the exploration process of discovering their untested beliefs, assumptions, expectations and personal reflexive loops. Shapiro and Reiff (1993, as cited in

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