“We do not reflect on the route to the
bus-stop, or how to do a simple arithmetical where there is an obvious
solution. We think it through or plan it. However, we might reflect on whether
or not to complain about something when the complaint might generate difficult
consequences. In addition, the content of reflection is largely what we know
already.”
A Handbook of Reflective
and Experiential Learning Theory and Practice – J.A. Moon
I have been reading the above book day after
day, and each chapter is more interesting than the last. I am starting to
identify what I do daily now, in my own private research/work and teaching.
If I could label myself a specific type of learner,
I would now label myself a “deep reflective theorist”. It explains why I take
so long to understand something; however, once I understand the something, I
understand it more than most people are capable of. I spend most of my day,
every day, visiting and revisiting thoughts of processes of developing new
movements, concepts, choreographies, and ideas for my students. And reflecting
every time I teach the same movement about how am I teaching it. Am I able to
teach it more clearly today? Did I read enough about the movement yesterday?
Did I read anything new about the movement before class? What is the new
something that I observed while watching other students perform the same movement
in an examination situation before my own class? All these questions lead to
experiential and reflective learning. I visit these thought processes every
day. How many other people do that? And are they getting the same experience
out of it as I do? Do they come to the same conclusions as I do?
I often observe students who are having a
difficult time understanding and/or applying a correction that they have
received from a teacher, even if it is a long term on-going issue, and I have
observed many teachers respond to students with these issues by giving a “knee
jerk” reaction of “they are just lazy”. I normally ask myself:
“Did I describe to the student in enough detail
what they could do better?”
“Did something happen to the student today on an emotional/physical level that I am unaware of?”
“Is there an at home issue that I am unaware of that is affecting the student’s ability to listen, and understand?”
“Did something happen to the student today on an emotional/physical level that I am unaware of?”
“Is there an at home issue that I am unaware of that is affecting the student’s ability to listen, and understand?”
“Was there something that I did that failed to
deliver the message to the student?”
“What could I do to make a difference so that the student does understand, and apply what is necessary?”
“What could I do to make a difference so that the student does understand, and apply what is necessary?”
These only a few of the thoughts that I ask
myself at least 10 times a day. Is this
common? I can’t tell I am only in my own mind, and body.
Just
things that I have been thinking about after reading today! Please share your
own experiences below!
I do that too, although not quite to that extent.
ReplyDeleteOne of the things I stress to my students for larger corrections is that it's a process. I want to see them working on it and making progress; I don't expect instant perfection. It seems to help calm the nervous ones down a bit. I was so focused on the end product growing up that I really want to stress the journey to my students. You'll never get "there," if by there you mean perfection, and as a teacher I just want to see them doing their best each time, with the goal that each time their "best" becomes further and further along the journey.
Thanks for your post. I also reflect on the two way relationship and look to deeper issues if a student has difficulty grasping a movement or seems to be defensive. Our role as teacher must be one of empathetic role-model and this in depth conscience will stand us in good stead when conducting interviews and is essential in developing healthy relationships based on trust and respect.
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