From the reading, one idea that stayed with me is the emphasis on being a “reflective teacher.” The three qualities of open-mindedness, responsibility, and wholeheartedness feel like strong guiding principles. I had already thought about open-mindedness and responsibility, but wholeheartedness stood out as a reminder that our commitment is not only to subject matter, but to every student we encounter. Teaching is not just about transmitting facts; it is also about investing ourselves in our students’ growth. Another point that made me pause was the reminder to distinguish between beliefs that rest on tested evidence and those that do not. As a teacher, our words carry weight, and I realize that even casual statements can influence students in ways we don’t always see. That means I need to be intentional, not only about what I know, but also about admitting what I do not know. In this way, reflection helps me clarify my own assumptions before passing them on. In conclusion, I found the idea of reflection as an ongoing process helpful. It does not always require a formal moment of meditation; it can happen as we walk home, recap a class, or even engage in dialogue with students. Teaching seems to be less about fixed routines and more about evolving alongside our students. Reflection, then, is a habit that shapes us continually, reminding us that the only constant in education is change.
No comments:
Post a Comment