Reflective Essay

Reflective Essay

It was just four days that I kissed my children and husband goodbye, saddled my fears and sauntered towards the vehicle destined for St Mary’s University of Minnesota via the Catholic College.  As I approached the gateway, I discovered that there were twenty four other passengers ready to board the same flight. With salutations from the pilot Dr Hamilton and co-pilot Dr Emil, the realities hit me like a boomerang.  Even though I had planned for this sojourn, images of my family members flashed before my eyes and nostalgia was soon compounded with apprehension.  Without much alarm, I found my seat and awaited instructions for take -off.

                The first encounter was one of praise and meditation.  This became a daily ritual that offered means of soul searching.  All but one of the faces was unfamiliar, but within the space of four hours,I could match the face with the correct names. Dr Emily was gentle,yet so powerful. She showed evidences of planning, great delivery, effective classroom management and characteristics of a great leader.  It is often said that “you only have one chance to make a first impression” and this she did. A lasting one!

Teaching is a science and it is also my passion.  I was enthralled to be presented with various instructional strategies in a practical sense. These include but are not limited to lecturing, co-operative learning, memorization, simulation, role play, exhibitions, work study, note taking, non-linguistic representation, and generating and testing hypothesis. Some of the strategies were known to me . For example, guided discovery; others were unknown for example, the learning centre and there were those that were known but I had no formal knowledge that I really know for example non-linguistic representations. The content was vast ,albeit it was presented in diverse settings that were engaging .  In all instances learners were actively engaged, had to be or develop critical thinking. All methods of delivery evidently had the WHERETO. I could vision the where/why, the equip, the reflect, the evaluation, the tailorness and the organization.

Many of the activities incorporated co-operative learning as the constructivist approach was used to bring out concepts. I have been armed with credible information and as a corollary, I expect a difference to be seen in my lesson planning, instruction, assessment and leadership qualities as I return to pedagogical tutoring. One may find this hilarious, but I think I am one step higher on Bloom’s taxonomy.  In retrospect, though arguable, I am realizing that there is no hard or fast strategy / instructional method that works for selected situations. “Teachers should rely on their knowledge of their students, their subject matter and their situation to identify the most appropriate instructional strategies” Van Secker and Lissitz 1999)

Somehow I feel as if I have had a personal encounter with learnt researchers such as Dr Bill Dagget, Anthony Gregorc, Tom Jackson, Margaret E. King- Sears, David Perkins, Howard Hendricks, Spencer Kagan, Steven Farr and Carol Ann Tomlinson. I am elated to know that based on research and the results of an itemized rubric, I am classified as a Concrete Sequential learner. Now I understand why I am so organized, love patterns and sequence and dislike some group activities when the weight of the work is now evenly shared.

                Having gotten this wealth of knowledge, and with all the external factors that are present, one grapples with the realities of how do I engage my learners to cater to the diversity in the classroom?  How do I find the rhythm for each of my learner and ensure that they dance to that beat?  To this end I was fascinated to be re-introduced to the constructivism approach and the importance of active learning. As Carl Rodgers postulates, “the only learning that really sticks is that which is self discovered”.  Having being so active this week, I can now speak with confidence that, “people who are involved in their own learning process will understand more and remember the information to which they are exposed for a longer time” (Tom Jackson 1993). I anticipate going back to school and implementing many of the ideologies surrounding constructivist pedagogy. I foresee lesson plans that use cognitive terminologies, allow students response to drive the lesson, discover students learning styles, engage dialogue and nature the natural curiosity of my learners. I have always whined of not being able to complete my syllabus, but I can confidently say that, that is a thing of the past.  Dr Emily emulated throughout the course of this week, how vast knowledge can be taught with learners actively engaged and content reinforced and concretized.

                Based on the Instructional Strategies that were employed I, will never forget the concept of the Rigor/Relevance framework, correlation and the ladder of Inferences. These concepts were driven home to me in ways that I could relate to . They have been embedded in my cranium. Reason being, I enjoy working with numbers and analyzing relationships, so correlation was a rather exciting and meaningful concept.  The ladder of Inferences is subtle, yet so powerful. It is marveling to see that our perceptions of learners, co-workers and the learning community can have serious effects on the teaching/learning process. Unfortunately, these assumptions cannot be tested.

I am motivated to return to work and maintaining a level of trust with my learners; allowing learners to know that I believe in their potentials and aspirations. As a consequence, I will plan purposefully, integrate the instructional strategies taught, allowing learners to form their own identities, go the extra mile to close the achievement gaps, be consistent and assist in life- changing influence of my learners. I will seek students ‘input in implementing rules. In addition to my record book, I will create a data book to record affective behaviors of my students, be consistent in having structured fun learning on Fridays and encouraging many of my boys to make an attempt at the CSEC Electrical exam from grade 10 to boost their confidence.  Just about all the strategies dealt with will be implemented. I am so eager  to use the Gallery Walk and the Learning Centre.

                I have just been beckoned by the passenger next   to me, Carol Ann Tomlinson, that ,“asking the right questions has an enormous impact on how we pursue equity and excellence in our classroom.” There is much to be pondered. Need I say more? My seatbelt has been fastened and I am now cognizant that the other twenty four members are no regular passengers but members of my Jamaica 5 Community. I foresee unexpected turbulence, but with abated breath, I am heading down the run way, with my wings outstretched to experience the latitude of Effective teaching and learning.