The change is coming…
Change in educational system, change in curriculum, change in grading system, etc. Everything is changing.
Department of Education recently released DepEd Order # 42, series 2016. This order replaced the Daily Log Lesson (DLL), the shorter one, with the new DLL which is semi-detailed lesson plan or the longer one.
With the complexities of the teacher’s works, many teachers would find it more stressful particularly to those neophytes in teaching profession. Other may say that this new template of DLL would require them more time preparing the lesson thus, would hinder them in making instructional materials (IMs).
Unlike the old DLL the teachers were utilizing, the new DLL involves reflection at the last part of the lesson. Having this, teachers would be confronted with additional time and effort that demand action either physically or mentally. For some reasons, a number of teachers may agree that their learners would be taken for granted because instead of focusing their time on the teaching-learning process, teachers will struggle planning the lessons.
But why is change implemented? What are the underlying assumptions on the use of reflective teaching as related with effective teaching?
There are many models illustrating effective teaching. One of these is reflective teaching. Cooper et. al (2006) stressed out the different assumptions on the use of reflective teaching. First the model assumes that teaching is goal oriented, second, the model assumes that teachers are active shapers of their own actions; third, the model assumes that teaching is basically rational and reflective process that can be improved by examining its components in an analytical manner, and last; the model assumes that teachers, by their actions, can influence students to change their own thinking or behavior in desired ways.
John Dewey, one of the most prominent philosophers, described teachers who are unreflective, who did not critically examine the everyday reality of the schools. They tend to concentrate on the most effective and efficient ways to practice their craft and to solve problems, without questioning the commonly accepted view of the problem.
As described by Dewey, we could say that unreflective teachers are teachers who teach by routine without examining his actions.
Barlett (1990), in Richards (1991), points out that becoming a reflective teacher involves moving beyond a primary concern with instructional techniques and “how to” questions and asking “what” and “why” questions. This would simply mean that through reflective teaching, the quality of our work is determined by the level of control we can exercise over our actions.
Then, how does reflection take place?
Richards (1991) cites the stages of reflection:
First Stage: The event itself
The starting point is an actual teaching episode, such as lesson or other instructional event. This could be done by focusing teacher’s own teaching, self-reflection as stimulated by observation of another person’s teaching.
Second Stage: Recollection of the event
This is an account of what happened without explanation or evaluation. On this stage, written descriptions of an event, a video or audio recording of an event, or the use of check lists or coding systems to capture details of the event may be completed.
Third Stage: Review and Response to the Event
This stage will require the teacher to work following a focus on objective description of the event. The teacher returns to the event and reviews it. The event is now processed at a deeper level, and questions are asked about the experience.
Reviewing the stages of reflection, on the basis of examination, the teacher would determine whether he achieved and succeeded in achieving the educational objectives or whether he needs to make modifications for the new plan then try different strategies that would correct the process employed in teaching then can give change.
Teaching with reflection is akin to a person who is observing and examining his appearance while facing the mirror. Without a mirror, we could not easily scrutinize and examine ourselves. Similarly, teaching without reflection, is just like teaching without recalling, considering and evaluating past events for the purpose of changing your plans and actions.
Zeichner and Liston (1996) affirm that “If a teacher never questions the goals and the values that guide his or her work, the context in which he or she teaches, or never examines his or her assumptions, then it is our belief that this individual is not engaged in reflective teaching”.
Then, why would you resist change if this change could help our pupils learn?
The change is coming… Change for the better and not for the worse.
References:
Bartlett, Leo. Teacher Development trough reflective teaching. In J.C. Richards and D. Nunan (Eds), Second Language Teacher Education. New York. Cambridge University Press
Cooper, James M.,et al. Classroom Teaching Skills, 8th ed. Houghton Mifflin Comp, 2006.
Richards Jack C. Towards ReflectiveTeaching, 1991./ The Teacher Trainer/ www.tttjournal.co.uk
Zeichner, K.M, & Liston D.P. (Eds) Reflective teaching-An introduction. In M.A. Minott, The Impact of a Course in Reflective Teaching on Student Teachers at a Local University. Canadian Journal of Education.
By: Ms. EDELYN S. MENDOZA | Teacher II | TALIMUNDOC ELEMENTARY SCHOOL | Orani, Bataan
