Teaching as Reflective Practice (or Why the most important ...
Teaching as Reflective Practice
(or Why the most important thing should not be what the tenure review committee thinks)
Theme: You** already know a lot about the topic at hand, so begin the session (or course) by acknowledging and exposing that knowledge in its diversity.
(** = participants in a session, students in a class)
SELF-MENTORING* WORKSHEET
(* or self-initiating-of-mentoring)
| | |
| |Themes & Practices re: Teaching, Its Improvement, Its Due Recognition |
| |that I am aware of before this session |mentioned during this session that interest me |
|Skills, | | |
|Strengths | | |
|& | | |
|Supports | | |
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| | | |
| | | |
| | | |
| | | |
| | | |
|Weaknesses, | | |
|Worries | | |
|& Wulnerabilities | | |
| | | |
| | | |
| | | |
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For followup, see
Theme: We need to clear mental space so that thoughts about an issue in question can emerge that had been below the surface of our attention.
Guided (topic-based) freewriting
In a freewriting exercise, you should not take your pen off the paper. Keep writing even if you find yourself stating over and over again, "I don't know what to say." What you write won't be seen by anyone else, so don't go back to tidy up sentences, grammar, spelling. You will probably diverge from the topic, at least for a time while you acknowledge other preoccupations. That's OK—it's one of the purposes of the exercise. However, if you keep writing for seven-ten minutes, you should expose some thoughts about the topic that had been below the surface of your attention—that's another of the aims of the exercise.
Reference: Elbow, P. 1981. Writing with Power. New York: Oxford U. P.
Continue for 7 minutes where this sentence leads off:
"When I start to define what is important to me about my work teaching, the ideas/ experiences/questions that come to mind include..."
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