Anna Milotte

EDUC 612

7/17/15

Portfolio Reflection 1
When I think about how this course has changed how I think about critical reflection I
think back to the first journal we had to write. In answering what I thought critical reflection
was and how I use it in my classroom I had a very surface level description. Critical reflection I
felt was taking the time to ask yourself questions after a lesson or day in the classroom. This
class has helped me realize that critical reflection is much more than that. Our first class we
looked at Taggart and Wilsons (2005) reflective thinking pyramid and my description at the time
was mostly at the technical level. Part of being a reflective teacher is realizing that it is ok to be
at this technical level but that we have to push beyond it. We cant stop at the technical level of
thinking. We have to take the questions we are asking and do some research or as Brookfield
(1995) taught me, look through our different lenses to gain new perspectives. Ive also come to
the realization that those feelings of discomfort are a normal part of critical reflection. They
arent something to shy away from but instead are the jumping off point into inquiry. Both
Brookfield (1995) and Fecho (2004) point out that a part of being a critically reflective teacher
means we have to step out of our comfort zones and feel a little uncomfortable. Ive also learned
that critical reflection is so important in the process in figuring out who we are as learners. If we
can figure out who we are as learners than we can figure out what assumptions and identities we
bring to the classroom. Several of our theorists also helped me realize that teaching is a process
through reflection and inquiry instead of a practice. The last way I have changed in regards to
critical reflection I think is the most important understanding that I have come to. As Brookfield
(1995) points out, being a critically reflective teacher allows us to find our voice as teachers and
be able to truly speak about what we do in an authentic way. This is something that I have been
searching for for awhile.
In the few weeks in EDUC 612 I have grown and within that growth changed greatly. I
am very excited to start a new school year so that I can put all of these great theories into practice
and make meaning of what I do. One way that I have grown and I would argue as the biggest
change Ive come to terms with is that things arent always going to go my way and that is ok.
Part of being a reflective teacher is being open to these surprises and realizing that is how we
change and grow. A teacher is supposed to be constantly growing and changing so I have to
realize that uncomfortable feeling when something doesnt go as I planned is a part of the

Anna Milotte

EDUC 612

7/17/15

process. I would like to say that I am aware when I have a group of students not getting a
concept and that I make changes to help them become successful. Where I would like to change
and grow in that would be to recognize that when one student isnt getting something I am not
doing something right. Just as theorist Schon says, not as a defecit of the pupil, but as a defect
of his own instruction (Schon, 1983, p. 66). Its hard sometimes to view this very situation in
this way after youve spent several days on a skill and taught it in several different ways. But, I
have to recognize that I just havent found what makes the lightbulb go on for this student
instead of thinking that this student will never get it. The last area of growth and change I want
to mention is dealing with culture. After reading Fechos book on culture in his classroom I
found myself having a very hard time relating to the things he was experiencing in his high
school class. In saying that, I was able to take away his main points about understanding culture
in our classrooms and helping children deal with the differences in culture in an appropriate way.
Although he was able to dive into some very serious racial issues that I cant, I know how
important it is to help my children recognize their cultures and their unique identities. They have
no idea how to describe their culture or identity so I want to help them do that. Within that
discovery we can learn how to appropriately deal with differences we might have and how to
appropriately share our cultures or share our thoughts about others cultures.
As I look at the eight ASTL learning outcomes that Ive grown in throughout this course I
can start with the very first one about student learning. I think that is exactly what this class is
centered around. We all are showing our commitment for student learning by being a part of this
graduate program and diving into these meaningful conversations with other teachers in our
classes. Through the various reflection journals we wrote this year I think we were able to work
on the systematic inquiry of practice outcome. Through these journals and the conversations we
had in class we were able to think about our practice and the experiences that have gotten us all
to this point. This allows us to figure out where we need to change and do further research. Our
autobiographical study allowed us to dive further into this learning outcome as well. The last I
want to touch on is the learning community outcome. Through our many group and class
discussions about readings and journals we were able to become a community of learners and
help each other become better teachers by sharing our thoughts and experiences. Our professor
became a part of the discussion and was seen as another participant in the community of learning
instead of just a figure standing in the front of the room. We also continued practicing how to

Anna Milotte

EDUC 612

7/17/15

share our feelings in an appropriate way because we arent always going to agree with each other
or share the same experiences and feelings.

References
Brookfield, S. (1995). Becoming a critically reflective teacher: Becoming critically
reflective. Jossey-Bass, California.
Fecho, B. (2004). Is this English?. Twos company: Threes a small learning
community (pp. 31). New York, NY: Teachers College.
Schon, D. (1991). Professional knowledge and reflection-in-action. The reflective
practitioner (pp. 46-69). New York, NY: Basic Books.
Taggart, G. (2005). Becoming a reflective teacher: Reflective thinking pyramid. (pp.
38). Thousand Oaks, CA: Corwin Press.