Hailey .M.

Coutu
0360444

In their book On Becoming a Reflective Teacher, Grant and Zeichner argue that

reflective teaching is both possible and desirable. In the early part of this century, John Dewey

distinguished between reflective action and routine action in regards to teaching strategies and

teachers in the classroom. A routine action is guided by impulse, tradition, and authority, and is

usually adopted through exposure and bias. Whereas, a reflective action encompasses an active,

persistent, and careful position that is broken down into three main components:

open-mindedness, whole-heartedness, and respect. The practice of reflective teaching has

encountered many objections throughout the years, is it realistic? Is there time? What about

barriers? Is it really necessary? While these objections may have merit, it does not diminish the

importance of being reflective in our teaching.

Sadly, the majority of teachers still follow a routine action-encouraging intuitiveness,

rather than reflectiveness. This can be especially imposing on new teachers, forcing conformity

to adhere to peer and institutionalized preference and policy. All of which, we have been

predisposed to through exposure and personal biased educational preferences. We now know

students, curricula, and expectations are dynamic and subject to change instantaneously, and

what may have worked for you, does not necessarily mean it will carry the same benefits through

and through. Your job as a teacher is to not only teach the content, but to think critically, and

learn from experiences in order to reflectively observe and evolve the ways in which we would

normally do things. As Grant and Ziechner indicated, it is easy to be a good teacher and to fall

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into the regular routines of teaching, but in order to really be a great teacher, we must always

reflect on our actions and challenge ourselves to be better.

Grant and Zeichner’s ​On Becoming a Reflective Teacher, p​ ushes readers to rationally

apply the knowledge and skills gained in our formal preparation, and apply them to different

situations critically. In the reading, Grant and Zeichner summarize the importance of a reflective

teacher stating, “In the end, you have a fundamental choice to make: ...[T]o give some

direction... or let others direct it for you” ​(Grant & Zeichner 114). ​Scheffler further argues, “...if

you want to strive to be the best teacher you can, then there is in reality, no alternative to

reflective teaching” (​Grant & Zeichner 110)​. With this new knowledge, future teachers will be able

to revolutionize the passive role played in education, and utilize these strategies to not only better

the lives of students, but our own as well.

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References

Grant, Carl A, and Kenneth M Zeichner. ​On Becoming a Reflective Teacher.​