We all reflect on many things throughout our hectic day, from what to wear to what to say. Although reflection may appear to be a random process, it actually involves a tremendous amount of thoughtfulness and planning, especially when it comes to educating students. The old saying, “Plan your work and work your plan,” is all about the reflection process. In order to become successful educators, we must begin by understanding the process of reflection. It is a skill that we can learn and develop in order to become effective communicators, decision-makers and leaders in our classrooms and school communities. The practice of reflection is a three-stage process: reflective for practice, reflective in practice and reflective of practice.

• Reflection For Practice- This is the planning we engage in before we begin a project, initiative or activity with students or in our school community. We first begin by identifying who are our stakeholders. It is important to know and understand how our decision(s) will directly and indirectly impact those in our classroom and beyond. Some decisions may not positively impact all stakeholders, however this is not necessarily a reason to abort the initiative. By considering all stakeholders, we have an opportunity to develop a strategy to help mitigate any collateral damage and to develop the message about the initiative for those who may receive the least amount of benefit. Next, we must develop a clear and concise plan for the initiative and consider any weaknesses or challenges that may cause the initiative to fail. We must “counter our counters” and do our best to prepare for as many different scenarios as possible. Although we may not think of every possible thing that could go right or wrong, we want to make sure we have several different pathways to get to our targeted outcome. Remember, the separation is in the preparation.
• Reflection In Practice- This happens while the activity or initiative is taking place. We have to be flexible enough to make adjustments during the activity. Many may call this the “teachable moment,” but it is even more than that. This is the time in which you determine whether or not you are on track to reach the targeted outcome. Take time to determine what is happening and how you may need to modify your approach in order to remain on track. Because of the process of “reflection for practice," you can now pivot to a different activity or plan in order to get back on your pathway. “Reflection in practice” is sometimes difficult to accomplish in a fluid classroom environment, especially if there is an emotional investment in the situation. For instance, you are having a follow-up conversation with a student with whom you previously had a negative encounter. The conversation is not going well and both of you are becoming increasingly agitated. It is important that you identify that you are off track and that you need to use strategies to give yourself that moment to reflect and right-track the encounter. Sometimes, just acknowledging that the situation is not going well and that there is a need for a different approach can settle things down and get everyone back on the same page. Try to keep your “end in mind” during this process.
• Reflection of Practice- This happens after the activity or initiative is complete. Many will reflect only when things do not go well, but it is equally important to take time to reflect on why the activity or initiative went well. Think of things you learned during the activity. Often, we plan for things to happen one way and students show us a better way to reach the same outcome. Ask students and other stakeholder participants what their thoughts and ideas were about the activity or initiative. We may believe something went really well, but find out that others do not share our perception. Or, we may think an activity went horribly wrong, but the students may say otherwise. Also, vary who you get the feedback from. I have gotten some of my best feedback and teaching strategies from some of my most uncooperative students. There is extreme value in getting honest and direct feedback. The “teachable moment” is not just for students, it is for educators, as well.

--posted by Charmain Carter, Educational Consultant, Louisiana team, with AdvancePath Academics