In the following reflection on my teaching beliefs, I begin by asking, what are the

foundations of my teaching practices? Reflecting on both study and experience, what do I

believe to be good teaching and learning? To begin with, I need to know my students. Todays
classrooms are increasingly diverse in both culture, language, beliefs, socio-economic status and
education level. It is important for me to see children as a whole- stepping into the classroom
bringing with them their own unique funds of knowledge and experiences. Theory reminds us
that teachers must initiate a level of trust and be committed to getting to know their students
(Brookfield, 1991). I often begin conversations with students during the morning routine, asking
about a childs weekend, soccer game or if a baby sister learned to roll over. These brief morning
chats gives me insight into their interests, home-life and emotional readiness for the day. I
consider their basic and emotional needs before instruction has a chance to be meaningful and try
to help create a sense of belonging and community. One way I create community is to develop a
classroom culture that encourages mutual respect toward others and students responsibility as
learners. Young students, just entering the formal educational setting need direct instruction and
modeling on how to cooperate, speak and listen to one another. It takes time and practice and
more time and practice but somewhere in there my students feel they are valued and their voices
heard. This positive classroom environment gives structure to the academic challenges ahead.
I believe students learn best through direct instruction that is scaffolded to meet students
needs. Scaffolding provides a model for students to follow and gradually assume mastery or
growth in learning. I can identify through my own life experiences how difficult it can be to learn
new skills and concepts outside of my comfort zone and on public display for all to witness. It is
through my own learning, that I am able to acknowledge the struggle and show compassion for
what students experience every day in the classroom (Brookfield, 1995). In this respect,

instruction should be clearly modeled and differentiated, meeting students where they are.
Through my actions of modeling, scaffolding and support, I show children they are expected to
achieve and I will help them get there. There has to be time for children to practice what they
have learned during direct instruction. I incorporate literacy and math center time for children to
practice what they are learning. My students enjoy the time to practice skills on their own or with
a partner. This is an opportunity for children to learn from and support each other. The power of
choice increases motivation as well.
In my classroom you will see a mix of whole groups, small groups and individual
lessons to teach and assess learning. Individual conferencing with a student also provides space
to see their own growth and improvement.
I believe assessments are necessary in influencing my planning. I use both direct
assessment and portfolio pieces to monitor students learning. Teaching in a variety of groupings
gives me more freedom to differentiation instruction according to students learning needs.
However, I also believe in assessing through observations in the ongoing daily interactions I
have with students. These interactions are natural and help to provide immediate direction when
students need further scaffolding. Teaching requires me to think on my feet so that I can direct
the lesson appropriately. Schn (1983) calls this reflecting in action. It is an important part of my
teaching that brings me to an awareness of how I am teaching and how my students are learning.
What I learned from experience is that reflection is vital to staying motivated and creative
in the field of teaching. Critical reflection, reflection based on data, is what Dewey (1933)
considered to be a survival tool for teachers. Without reflection we are on route to becoming
stuck in our professional practices (Schn, 1983). Therefore, I must be opened to question my
teaching. To do this I have to be attuned to surprising or confusing situations. These situations

causes me to pause and reflect on my teaching. Instead of shallowly dismissing surprising

moments or thinking myself as a failure, I need to look at my teaching through different lenses.
Schn recommends taking the perspective of myself as a learner and professional. My personal
and professional experiences may help me see a situation in another way. Next, I can reflect on
how my students view me and how they are receiving the instruction. I seek out the perspectives
of co-workers when I can and consider professional literature as well. Colleagues, especially
offer insight and motivation when Im trying to work through something or to make my lessons
better. However, in a small school such as mine, I feel more on my own. In the past, this inspired
me to consider professional literature. But after a while the lack of support left me feeling alone
in my teaching. Just as students need the support of their teacher and peers, teachers need their
own supportive community as well.
For me, the process of reflection centers on a gaining a greater understanding of teaching
and learning in both a large and small sense. Each group of students differ from the year before
and it takes inquiry to find ways to facilitate learning for each the student. It is a creative process
that keeps teaching from becoming rote and mundane. This is especially important because my
young students are easily swayed. They notice and often mimic my excitement for a subject
matter. Engagement builds intrinsic motivation leading to more engagement in related lessons. In
agreement with Dewey, Rogers (2002) reminds me of the importance of remaining curious about
learning. I have to not only know my subject matter but also be excited and curious about
learning and teaching it. Reflective teaching, although challenging, maintains this curiosity,
making me a better, more thoughtful teacher and professional which can only affect students
learning in a positive way.

References
Brookfield, S. (1995). Becoming critically reflective: A process of learning and change.
Becoming a critically reflective teacher (pp. 28-48). San Francisco, CA: Jossey-Bass.
Dewey, J. (1933). What is thinking? How we think (pp. 3 23). Boston, MA: D.C. Heath &
Company.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking.
Teachers College Record, 104(4), 842-866.
Schn, D. (1983). Professional knowledge and reflection-in-action. The reflective practitioner
(pp. 49-69). New York, NY: Basic Books.