Reflective Journals Build Effective Instruction
Writing about Difficult Classroom Issues Helps Teachers Cope Better
Jun 1, 2009
In their first few years of teaching, some teachers may find they still do not have answers to many unsettling classroom learning issues and situations which can cause great stress and ultimately, burn-out. One way to take control of the situation is for teachers to keep a reflective learning log, which can help them vent and at the same time, help them become better teachers.
By taking more responsibility to become involved in their own learning process, reflective learning journals can guide teachers' evaluation of the effectiveness of the quality of their teaching and assessment. Reflective learning is at the center of the inquiry process.
Using a Reflective Journal
Using a reflective journal or learning log, teachers can consider the concepts and ideas learned in research and in-service settings. They can then apply the relevance of these ideas to their specific classroom situations and their students' specific needs.
A Reflective Journal Improves Instruction
Teachers can begin to ask questions and focus on the issues facing their learners including their struggling readers and special needs students. Once teachers know how these issues influence their instruction, they can begin the process of adapting the curriculum to meet the needs of their students.
Reflective Journal Helps Clarify Instructional Objectives and Goals
Teachers can ask themselves questions about the key areas such as specific aspects of lesson planning. The process of asking questions results in effective teaching, classroom management, and assessment. Reflective learning logs give teachers a foundation for identifying instructional objectives and establishing goals.
Reflective Journals Help Build Collaboration
New teachers can typically look for ways to bring what they learn from mentors or in-service training and courses by sharing thoughts and insights in reflective learning journals. When this happens consistently, teachers can gain ownership of the reflective learning process. For example, teachers can use reflective writing to help isolate issues concerning his/her classes and reflect on lesson outcomes. They can then share their learning log with other teachers in a collaborative setting and also learn what works for them. In the process, they may find they have more questions than answers.
It's not easy for teachers especially to admit their lack of answers to many unsettling classroom issues. This is especially true of new teachers who lack confidence in their instruction. A reflective journal will not solve all the initial issues but teachers can take control over difficult classroom situations by taking ownership over their teaching and learning, enabling them to ultimately become better teachers.
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