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Reflecting on what you are learning

Introduction to the reflection grid to support your learning on this course.
Reflecting on your learning is really important. So we’ve helped you by designing this reflection grid. It’ll help you to record the successes, the Eureka moments, the problems and the questions that you might have throughout each week of this course. So thinking about the successes, from your learning what impact has that had in your classroom and what successes have you had. Think about also the Eureka moment. You might have put something into practise with a group of young people, a class, or an individual that really made a big change to the way in which you’ve developed your relationship with them. And that’s really important to reflect on and think about. Sometimes things don’t go quite so well.
You might have come across some problems or challenges that you need some help with, support with. Bring those back to the group and ask about those in the discussion forums. Others will probably have had the same problems as you. Finally, you might have some unanswered questions. If you’ve got a question, write it in the questions box. It will really help you to crystallise your thinking. Keep hold of any outstanding questions that you might have on your reflection grid and bring them along to our question and answer session. Each week if you complete this reflection grid, you’ll build up a picture of your own learning throughout the course.
You’ll be able to think about what successes, problems, Eureka moments, and questions that you might have come across. And you’ll be able to see the impact of what we have been studying.

There are a number of activities where you are asked to write down your reflections and thoughts about your experiences of managing behaviour. In this video Becca explains how using the Reflection Grid will help.

Some of these thoughts are shared openly with other participants in discussions; some may be things you keep to yourself.

Trying to take in new ideas and embed them into your practice is not easy. But we would stress the importance of critical reflection if you want to translate these ideas into practise, and also if you want to be effective in making changes in what you do. We recommend that you keep a personal record of all your work on the course, as a resource for refreshing your memory and continuing to refine your practice in the future.

Exactly how and where you do this is up to you. It could be a private ‘digital scrapbook’ file. If you have a blog or other online space where you share ideas, you may choose to put selected work there (always respecting the privacy and confidentiality of others, of course).

Using the Reflection Grid

Example reflection grid. Successes: Welcoming the children at the door has really paid off. Eureka moments: No wonder 3G always gave me such a hard time! Even though I never called them it to their face I always through of them as 'my bottom set' and dreaded teaching them.... Problems: I am finding it hard to stay positive when some of my colleagues say negative things about some of the children. Questions: how can I keep this up all of the time? By Thursday my mask slips and I don't smile as much as on Monday morning

Each of the cells has a particular name and function, explained in the video above.

For your convenience, here is a blank copy of the Reflection Grid [DOCX] you can edit and an example [PDF] of how you might complete the grid.

On some occasions we will prompt you to use the Reflection Grid, but feel free to use it whenever you want. We hope you find it a useful tool to help you in your learning journey – so that when you go online and you start to talk with others, you’ve got ideas to share.

Collaboration and experimentation

Professional development is essential for teachers to progress as teaching practitioners. But there are many challenges in integrating professional development into regular practice.

In particular:

  • We stress the value of collaborating with peers – both at your own place of work and online – to put into practice the ideas and approaches suggested by Paul and the Course Team
  • We emphasise the value of experimenting, with a view to adapting methods to your own classroom or lab settings.

If you are doing this course with colleagues from your school or cluster of schools, we would encourage you to ‘follow’ each other. Then you’ll easily be able to see comments from the people you know.

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Managing Behaviour for Learning

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