Introduction
As an educator, it is critical to always think of ways in which learning can be improved. This is best done by pausing and contemplating one’s actions i.e. reflection. There are a series of ways in which reflective practice can be carried out but the major focus of this paper will be the spiral mode because this is what I have practiced for a long time.
Description of the reflective practice spiral
All reflective practice models are founded on the fact that change must occur in any learning environment. However, other models think of this change as being linear i.e. taking an action, thinking about that action, and then coming up with effective remedies for the situation. Alternatively, other models assume a circular motion in which one first acts, reflects on the actions, changes the actions, and then goes back to step one which is acting again. The spiral model of reflection is unique in that it merges the latter two models i.e. the linear one and the circular one. This means that reflection can be repetitive (as is the circular model) and it can also be continuous (as is the spiral model).
Spirals in common geometry are defined as cyclical lines that alter with the commencement of new phases. In education practice, the spiral model can be interpreted in the same manner. Here, circumstances are assumed to change and remain constant at the same time.
The reflective practice spiral may not simply be a reserve for the individual as one’s peers, administrators, and colleagues can be crucial in causing change as well. Aside from that, some elements of this model may not necessarily be formal e.g. some teachers may be presented with a problem; they may opt to analyze the problem and then come up with immediate solutions towards it. (Schon, 1983)
The reflective spiral is also distinct from other models of reflection because it brings out the fact that learning is a never-ending process. This was inspired by the fact that people are constantly in a stage of development and this is an aspect that is typical of life. Educators need to constantly improve their ways of teaching because it denotes growth and development. Therefore, constantly reflecting upon one’s actions often causes educators to combine facts from theory with their practicing capabilities. It should be noted that this reflective spiral is not merely restricted to the teaching profession as any other group changing needs it.
The extent to which I have used this practice in my teaching
The spiral reflective model has been very relevant in my teaching. This can be properly understood through some of the steps that may be in this model: action – choosing – branding – reflection – researching –preparation – action – assessment….
The first step in this spiral chain is that of action. During one of my teaching sessions, I was interacting with my students and this process of dealing with the learners can be classified as an action. In the next step, I found that one of them was paying very little attention in class. He scarcely entered the classroom when he had completed his assignments. (White & Taylor, 2000)
I was therefore interested in finding out what was going on with him; his name was Humphrey. I engaged in the process of choosing a situation in the class and trying to find out what could be the problem. I then followed this up with the third step in the spiral model which entails branding the situation. I wrote down all the issues that had been going in the class to indicate that there was indeed something wrong with Humphrey. Afterward, I began reflecting on the issues. This reflective phase was the most important one as it determined my course of action. I thought about Humphrey and his family background –I remembered that he came from a single-parent home and lived in a low-income neighborhood. I thought about how well Humphrey had been performing in the previous years and then realized that it may be a problem outside the class setting. I thought about my method of teaching and the expectations that I had placed on this individual. I pondered over whether his poor performance was my doing-especially if I had changed my teaching methods.
I then followed my reflection phase with the researching aspect. First of all, I asked a school counselor some possible causes of Humphrey’s problem and how I can deal with the issues. I also visited the library under the ‘child psychology in education section’ and then looked for some of the underlying issues that could be distracting Humphrey. I then talked to this student’s best friend after class. Shortly after, I was able to arrive at a reasonable course of action and proceeded to carry out my plan.
I decided that I would pay a visit to Humphrey’s aunt who he now lived with after his mother’s death. This change in the social background is what probably caused Humphrey’s disinterest in learning. I was going to ask his aunt to allow him to arrive a little late than usual at home because I had arranged counseling classes every evening. However, these visits would be done after first consulting with Humphrey and finding out whether it would be okay for him.
I then proceeded to the next step which was action. I implemented all the planned actions and found that Humphrey was quite willing to accept this help because he was handling too much at the same time. His aunt seemed skeptical at first and after visiting her again, she was able to see things through Humphrey’s perspective. I then carried out the last aspect of this reflective spiral which was the assessment of Humphrey’s performance. After a substantial period, Humphrey started completing his assignments and even attained the same grade levels that he had previously been able to achieve.
As can be seen, I decided to choose an incident that I was worried about during a normal teaching day. The process of reflecting and changing the way I was doing things caused Humphrey to change as well. The spiral was completed when I achieved what I had set out in the first place. I then embarked on the identification of another issue and reflection on it; this was another spiral of change.
While my reason for starting a reflective spiral was restricted to social aspects of a student’s learning, other numerous instances have caused me to embark on this journey. For instance, at one time, I felt that my disciplining process was not effective and chose to change. In another situation, I felt that there was an aspect in the national curriculum that I was disgruntled with. All these issues necessitated a step-by-step process that led to a more positive reaction. (Schon, 1983)
Conclusion
A practitioner presented with a unique and puzzling situation should take the time to think about the phenomenon that may be at hand – this is the process of reflection. One must then find out what could be the problem and then test any possible solutions to that problem. By doing this then a teacher’s abilities will be tremendously improved and one’s development can then be realized.
References
Schon, D. (1983). How professionals think- the reflective practitioner. London: Basic books publishers.
White. S. & Taylor, C. (2000). Practicing reflectivity. Melbourne: Open University Press.