Being reflective

This is my first blog-assignment. To practice reflective teaching. This works by getting Tracy's questions answered publicly. This can be embarrassing, confessing to public - even-though it's only about my teaching (it's not like the question asks if I have a wart somewhere on my body). Here goes:

To be reflective, you need to make sure you are completely honest when thinking about your answers: We will start with reflecting on teaching and learning and then move on from there.

Answer these questions:

• In January 2013, the PLD programme started. What did I believe about teaching and learning at the start of the PLD programme?

Before January 2013, I believe that teaching and learning is a process of thinking for both teachers and students. That was what I believed yet it does not mean I practiced it fully. There're barriers into practicing process into teaching. It takes a lot of time. I do it only when I think it fits - which is seldom, usually I would do the thinking and the students follow on. I still did spoon-feeding with my students.

• It is now May, what do I believe now about teaching and learning? Have I changed my thinking about my teaching or my students learning in the classroom?

-I have changed! It will be a full waste if I have not change after all the wonderful training. 

-Now what I believe is the students' answer (in terms of creativity and expressing ideas) however it is off the track from what I expected, I should accept (of course this only applies in expressing their own self in completing creative-purpose tasks - like writing and etc). I should give the independency to the students to decide on their own. No more 'is this correct teacher?' from my students...more of 'I did it this way because I think it's...'. Simply said; to give the students their own brain, not one that is fixed with mine.

-My teaching has become more autonomous (I am still struggling in this) and to get good participation from the students I tend to be more creative and put more of myself into the students' shoes.

• How willing were you to be involved in the PLD? Why?

I am very willing, infact I have tried to persuade others to give support as well. 

Why? I had a chat with my mother once. (She's also a pedagogical lecturer who studied reflective thinking - now she is an Associate Professor in UTeM). She had her own barriers in pedagogical training as I see what is happening around my work place. One thing I remember from her; having no change is bad, but to change is difficult. Yet, a change is important. To talk about theory is very easy, but to apply it takes all the effort. So that is why I am putting in the effort although it takes a lot of my time. I know it's good for me.

• Has your attitude changed since becoming involved in the PLD? Why? (think about PMI - positive, minus, interesting points)

P - I trust my students more. I don't limit their answers, instead I guide them to the objective of the learning.

M - I am still struggling to prepare materials and activity to fit the new method. I still tend to drift off to my old teaching.

I - My students enjoyed the class. Sometimes when it get 'heavy' on the thinking (because they are used to be given answers), they get more motivated instead of lost. Yet this takes time to adapt.

• How do I think professional learning can support my teaching and my student's learning?

I think the professional learning can help vary my method and let me explore the better possibility to get the students to be independent in their learning. 

All in all, I am hoping I can create an inventor, not just a professional. I am talking about building a better thinking nation - I am that serious.