Element 2:

Self-Reflection
For my self-reflection practices, inspired by the Connelly and Clandinin text, I chose to
work with document analysis, journaling, and picturing. I had wildly mixed reactions between
the different styles, and found that my preferred method for self-reflection was document
analysis.
It all began, and then ended, with my use of document analysis. As I read the description
of each different reflective method, it immediately stuck out as something I already do, but could
do more purposefully. I tried it and stuck with it for a few weeks in a row.
My first experiences with document analysis- before this course- were very informal. I
would sit down and crack out my old lesson plans. At one point, I had an evaluator who would
force her evaluees to color code their plan books in reflection; red meant it didnt work, orange
meant we added something into the days plans that wasnt originally there, and so forth. I did
that because I had to, but it was useful going back through those plans to see what had worked. I
would then use those previous annotations to decide what to keep and what to toss the next time I
taught the course.
To augment and enhance that reflection process, I added in the use of technology,
specifically the comment function of Google Docs. I now plan using Docs, and decided to go
back after each week and make comments on individual lessons. I also forced myself to be a
little more positive, because the first week of commenting, I realized I was harping on the
negative aspects of the week and none of the celebrations. I found the positive comments
affirming of my practice, and wish I had been doing that from the start of my teaching career. Of
course, I noted where things went a bit off, or where I thought changes could be made (and I got
rid of the cumbersome color coding). It is nice to know that those comments on my planning
documents will be there to guide me next semester, and it was also sort of a nice way to wrap up
my week.
I found it very hard to be principled with my journaling practice, which I attempted in the
following weeks. I initially decided that I would write a journal a few times a week about one of
my new preps this year- Journalism- in the hopes that I would see themes arise in my teaching of
the class. What I found was that I never wanted to write that journal. I dislike the course, so the
thought of journaling about it never excited me. I wrote some reflections, which- as I found in
my document analysis as well- went straight to the negatives. I was disheartened. The next week,
I decided to journal instead upon aspects of my overall teaching week instead. I included student
behavior, funny things kids had said in class, and my overall feelings of the week. During that
time a student died, and it was useful to get my feelings about it down. Overall, my second
attempt felt a little more akin to my diary from high school, but I found the process more
pleasant.
My last method of reflection was picturing. How I ended up picturing was trying to focus
my thoughts on the skills my students had, and then picturing what they would be able to
accomplish for a final product. I used my picturing of my different groups of ninth graders to

formulate a rubric, and also to come up with an FAQ section for a project they were working
on. By intentionally thinking of specific students, it made the overall project go smoothly, and it
was a pretty effective use of reflection.
But in the end, I was taken in the most by document analysis. So why did it work for me
better than any other method? It suits my personality the most. Not only did it give me closure to
my week, but it felt genuine, because I could see it being useful for multiple years. That
document analysis- looking through old plans and annotating the new- will continually inform
my practice. Picturing also informed my practice in an immediate setting, but document analysis
felt more concrete. Journaling just felt forced. The practicality of document analysis was
something that I felt suited me. I already did it before the class began and have continued doing
it (albeit more effectively) since.

References
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: narratives of
experience. New York, NY: Teachers College Press, Teachers College. Columbia
University.