While student teachers study psychology as part of their curriculum and are urged to use it on their students, “they are rarely invited to turn a reflective eye on their own thought processes and habits”. So says Nel Noddings – a three times award winner for Teaching Excellence at Stanford University (Noddings, 2006). Socrates (470 – 399 BC) warned his students that to “know thyself” is an important prerequisite to an in-depth understanding of the human condition. Which brings us to why OLH has added a module called Personal and Professional Development (PPD) to our students’ already extensive STADIO curriculum.
The module consists of several workshops which run throughout the year and are offered mainly on Saturdays as hour-long sessions fitted in between live streaming and tutorials. Each topic is offered by a person who has made that their life-long academic and personal interest. Every student is required to keep a journal in which they reflect on the topic as it connects to their personal lives as well as their teacher identity. Topics are wide ranging and vary from amongst others, financial know-how to time management, to motivation through connection, all with the objective of developing self-understanding, a critical mind and a sense of connectedness with fellow human beings and the environment they inhabit.
Students are required to participate in a Community Outreach Project as part of PPD, interacting with ‘their’ learners after school hours through story telling (B Ed 1 in Foundation Phase Teaching and Higher Certificate in Pre-School Education) and assisting with Mathematics homework (B Ed 2 in Foundation Phase Teaching). They use their journals to reflect on their students’ progress, but also on their own learning about themselves in the role of an educator. Come the end of the year, they have the opportunity to share their learning experiences with fellow students and OLH tutors in a multi-media presentation.
Reflective practice is a core principle in the OLH PPD module and fortunately also a key aspect in the STADIO curriculum, more specifically in the subject Teaching Practice. Students are introduced to this concept during their OLH Orientation and revisit it on a regular basis. It is widely accepted in the educational field as a mental process which provides different lenses through questions, thereby inviting a tolerance of different viewpoints while also encouraging critical thinking and thoughtful problem solving.
Teachers, and more specifically teachers of learners in the birth to nine years age group, have tremendous influence on the lives of future generations. Imagine the impact if Overstrand learners can be guided from their earliest school experience to develop, as Nel Noddings said, “the habit of turning a reflective and critical eye” on their own thought processes and habits.
EXTRACTS FROM FARREN GILLION’S REFLECTIVE JOURNAL
BEd 1 Foundation Phase Student Teacher
Sometimes I don’t see clearly while other people’s perspectives seem clearer. Because I always want to see the good in others, I tend to give them more chances than they deserve. Now I have decided to listen to others’ opinions but more so to those who care about me and who know me.
On Art:
I have learned that art can be healing since it takes my mind away to a calming space and I am able to reflect on things in my studies and plan more carefully.
On ECD:
The tutoring session was so exciting and insightful. I just feel much more confident. I also learnt a lot in the Academic Literacy tutorial, but I realise there is still a lot I need to learn.
On receiving my First Semester marks:
I am relieved to have passed the subjects I was worried about, but I want to do better for myself and the people who are investing in me.
On the other students in my tutor groups:
The Teaching Practice Portfolio is a HUGE assignment! At first, I felt completely overwhelmed. But we all motivated each other during the night on our WhatsApp group and all of us managed to submit in time!
EXTRACTS FROM NICOLA GARDINER’S REFLECTIVE JOURNAL
B Ed 1 Foundation Phase Student Teacher
I made a wrong decision not to go and study the time I should have. At that stage … I thought I am happy and were in a comfort zone… I learnt never to be influenced by friends – one’s family is also affected by the decision you made. I’m not making excuses… but at that stage I was young, vulnerable and didn’t see the importance and that it will affect my future…I decided to change for the better and to become what I am good at. By God’s grace and mercy I will succeed and be the best teacher the world has ever seen.
When I think how I want the learners to remember me after TP, it is as a kind and passionate individual.
Also how supportive I was by encouraging them to always give of their best. I want to build a strong relationship with my learners to help them succeed in life and use me as an example – not to waste their lives. To be the best in yourself and study hard.
For this last term, I promised myself to always submit (assignments) in the future a day before the due date because anything can go wrong.
Reflective journals are most often used to record detailed descriptions of certain aspects of an event or thoughts on a daily basis. In my case I chose to do my reflection weekly to manage my time sufficiently and make time for all aspects in my busy life. I discovered to use the following steps in my reflection process to debate and analyse myself:
Step1: What?
Step 2: So what?
Step 3: What next?
Normally when doing this I ask myself - how did you progress for the week? (writing my experience down) and how can I improve on the experience? (doing the same, writing this down). This way I can evaluate myself to see if I chose the best option that works for me.