REFLECTING ON FIELD EXPERIENCES “Reflection is what allows us to learn from our experiences; it is an assessment of where we have been and where we want to be next.” (Wolf & Siu-Runyan, 1996 in Martin, 1999, p. 33). After completing an observation, reflection will maximize the benefits of the experience. It is crucial to reflect on what is seen and done so that these experiences will have enduring meaning. Simple observations can provide a springboard for questions, analyses and reflections. Planning and implementation of a lesson are followed by reflection. Reflective teachers practice “careful, systematic consideration of practice”, “constantly evaluate their goals and objectives”, and are “keen observers of students (and other teachers)” (Martin, 1999, p. 33). GUIDELINES FOR REFLECTIONS 1. Are my reflections more than simple descriptions?
2. Have I collected useful data?
3. Have I considered (un)successful lesson aspects?
4. Did I examine the conditions/context that may have influenced the lesson's outcome? 5. Did I identify a problem or raise meaningful questions?
6. Have I made comparisons?
7. Have I referenced research or made connections to coursework? 8. Have I analyzed collected data as well as the situation?
9. Have I proposed a testable hypothesis? Blog One: Reflect on a few aspects of an experience. Using the observation notes as your guide, choose one aspect of the teaching observed thus far and reflect deeply on its effectiveness. Think about the students in the class and their reaction. Did they seem engaged? Why or why not? Provide examples. What takes place during teaching?
 What are the goals of different subject areas?
 Which of these goals are most attainable?
 What are (in)effective methods? What makes them (in)effective? What are efficient procedures?