Each of us has an individual outlook on the world which is shaped by our personal experiences. How we have made sense of our own life experiences will determine how able we are to relate to the children in our care.  

 

Feelings can feature strongly in our reflective thinking - especially in schools where there is pressure to perform and to achieve outcomes. Teachers who are aware of their own thoughts, feelings, and beliefs will understand that this will influence the way they respond and relate to their students. 

 

"The most distinctive of these very good teachers is that their practice is the result of careful reflection . . . They themselves learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time."

(Why Colleges Succeed, Ofsted 2004:19) 

 

 

What is a Reflective Practice Group?

Reflective practice is in its simplest form, thinking about or reflecting on what you do. It is closely linked to the idea of 'learning from experience', in that you think about what you did in the classroom, reflect on why you made those choices and whether or not you achieved the desired outcome. In effect, it is a process of using insight to learn from our past and make conscious changes to the present.

 

 

Why is it important? 

Many teachers already strive to think about the relationship they have with their students and how this may impact their ability to access learning. Reflective practice groups can be used to explore why we respond the way we do to certain situations and become familiar with recognising when our buttons have been pushed.

Unsurprisingly the ability to reflect quickly becomes lost when we feel under pressure, yet it is one of the things that we need most in those moments of stress. A lack of reflective capacity can lead to teachers becoming reactive in the face of challenging behaviours.  Strengthening our ability to reflect is like strengthening a muscle, the more we use it the stronger it will become. 

 

Reflective practice can provide enormous benefits in increasing self - awareness which is an essential component of emotional intelligence, and in developing a better understanding of ourselves and others. It is this understanding that supports us to see beyond our own actions, feelings, and motivations to imagine how our student might be feeling; who we might be reminding them of and what they might be trying to communicate to us through their behaviour. This ability to reflect instead of reacting empowers us to use thoughtful insight into how best to relate to each of our students whilst respecting their individuality.

Through this process of empathy and acceptance, we can learn what we need to do to give our students the positive, spontaneous and trusting relationships they need to reach their full potential.

 

If you are interested in being part of a reflective practice group or arranging a 1:1 consultation please get in touch by clicking on the link below.