We're observed teaching as part of our performance management process and also are observed and do peer observations as part of our departmental SEF (though the large number of observations is a delicate issue at the mo) and we have to dissect our teaching afterwards in a post mortem with our line-manger/colleagues - this, while stressful in the observation, does force us to be reflective in a much more official way. I'm thinking you might work in the private sector and maybe you don't have these processes?
José Picardo
· 1 year ago
Thanks for your comment Mary. I do get observed now and then, although you are right, in the private sector the observation system very much depends on the school.
I was actually referring to personal reflection rather than peer observation, which, I think, is essential. I have blatantly stolen some of my best techniques from other teachers.
Personal reflection as an integral part of our daily practice: do we have time to set aside and hour for just this purpose? or do we just do it subconsciously as we go along?
LindaH
· 1 year ago
I've found keeping a brief reflective journal a fairly realistic way of dealing with this. I find using the headings, What? So What? Now What?, quite helpful. With this method I look back over a morning or afternoon session quickly noting the "Aha!" moments when something clicks or when I realised something was going wrong. Then later I return to these brief notes and work on whichever seems the most important to me. Sometimes I use Gibbs Reflective Cycle to delve into it further.
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I was actually referring to personal reflection rather than peer observation, which, I think, is essential. I have blatantly stolen some of my best techniques from other teachers.
Personal reflection as an integral part of our daily practice: do we have time to set aside and hour for just this purpose? or do we just do it subconsciously as we go along?