'Freelance Reflection' (Fletcher, 2015).

The following reflection I term 'freelance' so as to replicate the nature of the critical incident described (Mezirow, 2000). I intendedly break free from the prescription of pre-defined reflective models, in the expectation that my knowledge and understanding of reflective practice will naturally inform my writing.

So here goes...............

The module I have taught on since October is nearing a close, there are two weeks to deadline and expectedly students are anxious about their assignments. Formative assessment filled me with both hope and despair, as I realised students had ample subject knowledge but were not presenting it in a manner befitting of the assessment criteria. Having subsequently taught a lesson on academic writing and assignment structuring, I made the conscious decision to turn up to class without a plan. In my strive for innovation I take myself out of my comfort zone and try a method of teaching which seems to be in contrast to the traditionalist political views of the current Government: facilitation! Fellow teachers bat about the term 'workshop', which HE students seem to interpret as "no need to attend". I was therefore undecided as to whether I should forewarn students that the lesson would be informal, but decided that so as to alleviate complaints I would take the option I would prefer as a student, and send an email to advise of my intention.

As expected, only 50% of the 'usual suspects' attended class. Although, I considered whether it may have been better to have kept students in the dark about the informal approach, so as to ensure optimal attendance, I strongly believe HE students should possess a sense of responsibility and autonomy. Despite hindsight, I therefore stand by original decision to inform and advise. However, I  also felt uneasy that some of the students whom chose not to attend, were both amongst those most in need of support, and the ones whom I had limited knowledge of their progress.

The 'workshop' itself seemed to work well; students worked on their assignments and I supported individuals as required and upon request: students seemed to benefit from this personalised approach. However, I was a little concerned that I did not spread my time equally, as would have been the case had I chosen to hold individual tutorials. So as to ensure equal distribution of my time and attention, I intend to arrange 1:1 tutorials for next week, thus allowing me a further opportunity to assess individual learning, and provide personalised feedback.

Despite my apprehensions, I now see the benefit of a workshop style session, and would feel comfortable in facilitating these in the future. I intend to incorporate ‘workshops’ in my scheme of work at interim points, but may need to re-think the way I market these to students: terms up for consideration include: seminar, forum, and discussion group. I am thinking I need to deliberate further on this finer point?!

A New Beginning

I chose this image as a representation of my journey as a student teacher. The road is long and lonely, but with a clear direction: the end is almost in sight, but the future remains uncertain. The sky is dark, yet I see the sunrise in the distance. The circles represent the never-ending cycle of self reflection; the false security of feeling one step closer to realisation. The barriers are there to keep us on the road, yet these are unstable, and shaky in strong wind. 


The writings in my blog from here on in are designed to meet the module outcomes for DMD7230: Advanced Studies in a Specialist Subject, whereas I must maintain a reflective journal to address the following themes:

• Use of reflection and feedback to improve teaching and support learners progression towards challenging targets. 
• A review and extension of Early Years subject knowledge so as to enhance teaching and support learners. 
• A reflection upon the challenges and opportunities presented in relation to equality and diversity.
• A reflection on the role of English, Maths and ICT on a Early Years H.E course, and how learners are supported to develop these skills. 
• A reflection on the concepts of innovation and creativity in education, and their application in practice.

In addressing these key themes I endeavour to adopt a flexible and creative approach, and for this reason define the reflections which are to follow, as: "opening up the can and playing with the worms” (Jones, 2013, p.4). I will, as is advised in the assignment brief, utilise reflective models to aid my thinking, but in my strive for innovation pledge to work outside my comfort zone and attempt those unfamiliar to me at present. My on action reflections (Schon, 1991) are intended to be purposeful and conducted so as to learn from the critical incidents which occur in practice; the main function being consequential action (Mezirow, 2000).