Mind reflection on teaching learning process

The habit of linking and constructing meaning from their experiences can work through reflection for
both teachers and students. Reflection also involves drawing forth cognitive and emotional
information .We must act upon and process the information, synthesizing and evaluating the data.
Each of these teaching environments sets a tone and an expectation of guiding student reflection.
Sometimes, encouraging reflection is as simple as inviting students to think about their thinking. For
example, conduct discussions about students' problem-solving processes. Invite students to share
their metacognition, reveal their intentions, detail their strategies for solving a problem, describe
their mental maps for monitoring their problem-solving process, and reflect on the strategy to
determine its adequacy.

First, I find that I can use the Habits of Mind as one lens for reflection. Interviews are another way to
lead students to share reflections about their learning and their growth in the Habits of Mind. A
teacher can interview a student, or students can interview classmates. Set aside time at the end of a
learning sequence—a lesson, a unit, a school day, or a school year—to question each other about
what has been learned. Guide students to look for ways they can apply their learning to future
settings. Interviews also provide teachers and students with opportunities to model and practice a
variety of habits: listening with understanding and empathy, thinking and communicating with
clarity and precision, and questioning and posing problems. Well-designed questions—supported by
a classroom atmosphere grounded in trust—will invite students to reveal their insights,
understandings, and applications of their learning and the Habits of Mind. Logs and journals are
another tool for student reflection. Periodically ask students to reread their journals, comparing
what they knew at the beginning of a learning sequence with what they know now. Ask them to
select significant learning, envision how they could apply these learning to future situations, and
commit to an action plan to consciously modify their behaviours. To reflect, we must act upon and
process the information, synthesizing and evaluating the data. The Principles of Teaching, Learning
and Assessment focus on the provision of a school and class environment that is intellectually,
socially and physically supportive of learning. The principles assist whole-school planning and
individual classroom practice. It is essential; therefore, to ensure that there is a shared
understanding of them within particular school communities and a collaborative effort to implement
these principles in ways appropriate to individual schools. As I reconsidered yesterday, there were
four habits that I focused on: listening with understanding and empathy, thinking flexibly, managing
impulsivity, and remaining open to continuous learning.
Listening with understanding and empathy. One of the strengths in my work is my capacity to stay
immersed in the work, listen to the surface text of the work, pay attention to the subtext of the
individual (the context of the classroom, the personality of the student, the intentions and values
that are expressed as the person presents the work), and make certain that my comments and
critique are in tune with the person who I hope will be able to make use of them. I felt that I was
able to model that level of listening. The other half of my listening, however, was not as attuned.
Thinking flexibly. I always pride myself on the degree to which I am willing to shift plans and respond
to the group's immediate needs. That strength, however, can also become a weakness

Managing impulsivity. Well, this is where the habits intersect and sometimes feel contradictory

Remaining open to continuous learning. I started thinking about Evonne Goolagong. (She's a really
great tennis player. What I always admired about her was her grace, agility, and enormous flexibility.
She had all the strokes, and often what got in her way of winning was that she did not make the right
choice of stroke for the occasion. I think I am at a point in my career where I have many choices in
my repertoire for each teaching situation. Sometimes I do not take the time to think through which
is the right choice for the occasion. I am finding it easy to excuse impulsive behavior by thinking of it
as flexible behavior. Because I am an "in the moment" teacher, I need to pay attention to this more
than I have been recently. I am grateful to you yesterday for reminding me of the importance of this
dynamic in order for me to continue to be the teacher I imagine I would like to be!