Reflective Practitioner
Reflective Practitioner
My Biography As A Reflective Practitioner By Moustapha, Y., Mneimneh
A Paper Presented in Partial Fulfillment Of the Requirements of ED7704 September, 2003
Address: Najd National School For Boys, Olaya main street
City, Country, Zip: Riyadh, KSA,11612 Phone: +96653252376 E-mail:
[email protected] Instructor: Amrita Dhawan
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Abstract As defined by Starks ( 1995), Reflective practitioners are“ pe opl ewhoe ng a g ei nt heus ea nd practice of some art or technique, but instead of early trudging onward, they continuously step back from their actions and reflect on them in order to better engage in that practice.”Thi spa pe r has the objective of showing to what extent I was a reflective practitioner during the few years I spent in teaching until the present day. It also reveals my actions and change in behavior that resulted from my self-reflection experience.
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Table Of Contents Abstract
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Table Of Contents
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Introduction
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1. A Family Of Teachers
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The War Parents Family
2. Deciding To Become A Teacher
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12th grade Choosing a major Choosing a university
3. First Teaching Experience
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Tutoring Instructing Part time teacher
4. Full Time Teacher
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Job opportunity Observation Teaching: disastrous experience
5. One Step Forward
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Supervisor Wife Comput e r sandt hephy s i c s ’l ab
6. More Steps Forward New views for teaching
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Reflective Practitioner iv Actions for improving teaching skills Graduate school Present and future goals, dreams, and expectations. References
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My Autobiography As A Reflective Practitioner In general, an essential characteristic that helps a professional to improve his profession is to be reflective on his work. This process empowers this practitioner not only to determine his mistakes and not to fall in them, but also to capture meanings from these mistakes for not to fall into others (Starks, 1995). As educators, we are obliged to follow this process of reflection to improve continuously our performance. This obligation arises from the fact that we are affecting our st ude nt s ’l i ve si nonewa yo ra not he r , wanting that or not. Self-reflection forces the teacher to return to the road of learning; the teacher becomes a continuous learner seeking new findings and theories to correct his fault practices or empower his positive work. I applied self-reflection in my professional life without knowing what self-reflection was. To some extent, it was beneficial and empowering. This paper presents how I reflected on my profession and the effect of this reflection on my practice as a teacher. A Family Of Teachers Lebanon suffered from a brutal war that destroyed its infra structure, caused many life losses, and deprived Lebanon from its title as Switzerland of the east. This war started in 1975 and ended in 1990. Lebanon and its people are still suffering from the consequences of this war. This war helped to shape the lives of most of the Lebanese; and I believe it had a role of leading my life to where it is now. I was born on November 9, 1974, just before the war started, in a family of teachers. My mother is still a French language teacher for lower elementary classes , grades one, two, and three. My father is a certified physical education teacher with a BA in history , but he never taught history or thought of teaching it. One of my aunts is a secondary math teacher
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and another taught French for several years. Myunc l e ’ swi f ea ndhe rs i s t e ra r ea l s ot e a c he r s . If I want to continue the list will never end. During the war, as children, we were not allowed to go out or go to places with our friends. When there was no fighting, we went to school; in many occasions, we did not finish the school day without running back home because the fight would have started again. Therefore, during the war we only were seeing family and close friends of my parents who were eventually teachers. So I grew up seeing teachers all around, every day till I arrived to a conclusion that every person is a teacher except of my biggest uncle who was a mechanic and I did not understand why he was not a teacher, for all the others were. That is what I thought when I was young. In this context, I never doubted it that I will become a teacher. Deciding To Become a Teacher The war ended when I reached grade 10. Therefore, by reaching grade 12 the overall climate in the country was still settling down and the economic situation of my parents did not help them to put me in a descent university. I had to apply for a loan; I got the loan from a private educational foundation (Hariri Foundation) after a series of tests and interviews. The loan was unconditional and for any university in Lebanon . However, I still had to choose the university. I was accepted in the best two universities in Lebanon. The first was Université Saint Joseph, a French university; I was accepted to study to become a dentist. The second was the American University Of Beirut; I was accepted to earn a BS in physics. My parents wanted me to become a doctor, but I did not feel it was meant for me. Two reasons affected my choice. The first was the residues of my idea that I must become a teacher in order to feel that I still belong to the family and the second was the residues of the war. During the war, Beirut was divided into west and east Beirut. Any person, who tried to go to the other side, was endangered of being killed. I lived in west Beirut and Université De Saint Joseph was in east Beirut; I was a little bit afraid of going
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to the other side. I was sventeen and the war ended only two years before. Therefore, I set my mind to study physics and to become a teacher. First Teaching Experience My first experience with teaching started with tutoring at an early age . I started helping my cousins and friends since I was in grade 8 through grade twelve. Joy filled my heart when I saw any of them passed a test or from one grade to another. I stopped tutoring during my BS; I did not have much time to share with anyone else. Since I decided to become a science teacher, I wanted to have an idea of the various sciences I will be teaching for different classes decided to direct my electives toward chemistry and biology. Math was not a problem since physics requires it. I graduated with 20 more credits than I needed because of this. When I graduated, I became a part time teacher, teaching 12 hours per week in private and technically oriented school. Most of the students were of ages bigger than the age of their class; some of them were older than I was. I had a hard time dealing with the new situation and problems began to show. My preparation was always incomplete, my class management was not present at all, and my relation with the principle became very bad and deteriorated in a very rapid manner . I knew that there was something wrong, but I did not manage to figure out what it was. I arrived to the conclusion that the students were the problem and they did not want to study, and the principle wanted to fire me for a personal reason, maybe to hire someone of his acquaintances. I did not understand what was really happening there until few years later . I surly can say that I learned very few things from this experience and that it was not a good one. During the same year, Ia ppl i e df orama s t e r ’ sde g r e ea tAUB, I was accepted, and I started giving problem sessions for freshman classes and instructed labs for undergraduate students. My lab sessions were passing smoothly. Little preparation was necessary in view of the fact that full
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length manuals were supplied for the students. I compared my trouble-free work in the labs with my full-of-trouble work at the school and I came up with the same conclusion as before: the students and the administration were the cause of all problems. One of the professors I worked with, Dr. Munib Eid, an astrophysicist, had a big influence on my teaching strategies. I took from him how to work and think as a teacher; he showed me how to view the subject matter and how to determine the priorities in the subject that will be given. I did not realize what I have learned from him and used it until three years ago. Full Time Teacher In my third semester as a graduate student, the chairman of the physics department called upon me and informed me that no graduate courses would be offered next semester; he said that there were no available professors to give a graduate course. AUB was still rebuilding it is infrastructure after the war and the undergraduate courses were of priority. Therefore, I had to wait one whole semester doing nothing, and with no guaranty of having a class the semester after it. Earlier the same month, I had a phone call from Hariri Foundation when they informed me of their need of a supervisor for the labs they were preparing in their school in KSA . I saw this job offer as an opportunity; after all, I knew that there were no classes for me at least for 4 or 5 months. In that time, the economic situation was still hard in Lebanon, and all young men were waiting for an opportunity to work abroad, especially in the Gulf. As a result, I decided to take a shot for one year; if it does not work, I can still come back and continue my degree. I spent the first year in the labs watching and observing experienced and little experienced teachers work and perform in class. I observed, took notes, and compared them with what I knew before, and I thought that I was ready to go into action and teach.
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The second year, I was assigned to teach science for grades 8 and 9 and here was the big surprise. The first week was acceptable; I felt that everything was ok and it was time to prove how a great teacher I was. After the first month had passed, I did not know from which direction blows were coming. For the following seven months, I felt as if I entered a fight against Mike Tyson, only waiting to be knocked out. In some occasions, I begged for the knock out for relief. I was preparing the lessons, but my preparation was not directed to students who were introduced to the hard scientific concepts for the first time in their life. I left out many details that I considered trivial and every person should know. I forgot that I was the teacher with a BS and some graduate work and the students were still at the beginning of their learning journey. The class was a disaster. I shouted that year sufficiently that I do not have to shout , maybe, for the coming ten years. I was not able to hear my own voice in the classroom. Around 20 percent of the students were following me during lessons, those students were following my explanation, as if I was able to do so in those hurricane-stroked classes, because they were hard working students and they would have managed by only reading the book . One Step Forward The summer vacation came as the bell that saved the day. At that time, I seriously thought that I should resign and go back to Lebanon before the school throws me out. If I were the principal, I surly would have thrown me out. My coordinator told me to wait until next year, and he managed to convince the administration to give me another chance. I was assigned twelve teaching hours, science for grades 7 and 8, in addition to the physics lab. This experience was a big shock for me. I always perceived myself as a good and hardworking teacher . I found myself to be a bad example for teachers; a person who knew nothing about teaching and learning. I just wanted to know what happened. The summer vacation passed and the dilemma was not over. I
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never told my parents what had happened, I wanted to preserve my image in Beirut as a successful student and person. The new academic year started and I was afraid of going into the classroom. Few days before the classes begin, I talked to an old and very experienced teacher in the school and asked him for advice; he gave me few tips on how to start the school year. I also had a very long chat with my coordinator. They told me about the importance of the first impression the student may get and its effect on their behavior all through the year. They tipped me on how to manage my class; for example, student journal, checking for attendance and for books and copybooks each teaching hour. They also instructed me about they way I should talk, I walk around between the students, and even the way I should dress. My wardrobe was as if I was still a high school student. I went home thinking of what I have heard, I was stunned. Stunned not from what they said, but from the fact that I knew many of the things they talked about and I did not try to use or implement even the basics. The question that imposed it self on me at that time was: WHY? In the few following days, I spent my time trying to find an answer. I found a few that helped me start the next academic year. The remark about my clothes opened my eyes on a critical blunder I was committing during my teaching years . I dressed the way I did because I never wanted to grow up and bare responsibilities. I think that my feeling toward myself reached the students and they reacted upon it. They felt that I was still acting as an irresponsible students and that I did not cross to my new life as a teacher. They knew that I was not respecting rules and I was acting irresponsibly. During the first semester, I discovered more answers and I realized the following: my academic achievements and my successes as a tutor and lab instructor, at least as I believed, blinded me. As for the technical school, I always believed that my moderate performance was dew to the students who were not motivated and did not want to work. I lived
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in a fantasy. I thought that I would realize the success as fulltime teacher easily and with little effort. What I did not realize was that I am now in a real classroom. While tutoring, I deal only with one student who, in most cases, wants to study. He comes to me already motivated. The same is for college students. Anyone who takes a physics lab, he takes it willingly and in most cases not imposed on him, and if it is, he or she will try his or her best to pass it. I was giving little theory in the lab; it was all practical. No matter how I gave the information, the student is trying his or her best to take it. Based on these circumstances, I always said to myself, what a great teacher I was. In class, it is a different issue. I have to motivate students; very few of them come to class self-motivated. As for the preparation, I considered my knowledge to be enough, so little preparation was needed. I missed the point that preparation is not only to prepare the scientific material; it is also to define the objectives and to plan the path the lesson should follow. Another point I had missed was the cultural and societal differences between the students I used to deal with in Lebanon, and the students in the Kingdom of Saudi Arabia. I had to study their mentality and the ways they perceive things; this was a little bit hard to do. Although I am their teacher, I was still a foreigner who came to their country to work and take their money. For many of them, a teacher is an employee that can be replaced any time. I watched my work during the first semester and tried to change as much as I could. My teaching methods changed from month to month. I tried to apply some, if not all, the remarks I was given by my two colleagues regarding class management and lesson plans. I started to search for methods to motivate my students. At this point, I started to integrate my obsession with technology into my teaching. Since I was also responsible of the physics lab, I had the chance to prepare what ever I wanted and to order new things that serve my new development. I touched the difference, at the middle of the second semester, when an
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accident happened to another science teacher and I had to teach two of his classes. I had a fresh start with these students. I avoided most of the pits I encountered at the beginning of the year. At the end of the year, my work with these two new classes was very different from my work with the classes I taught from the beginning of the year . I was shocked, again, but this time a positive shock. I felt that I was on the right track but I had too much work to do. During that year, I worked closely with my coordinator. The fact that he is an excellent and experienced teacher made his advices and instructions a guide to my work as a teacher. I was ready to listen and open to receive what he had to give. During the following summer vacation, I got married to an AUB physics graduate. After finishing her BS, my wife earned a teaching diplomat. I always expected my self to marry a teacher, but a physics teacher that was not intended. I never expected that my wife could have a positive effect, not only on my personal life, but also on my professional life. Maybe I know physics more than she does, but regarding education I was nothing compared to her. The following year, since I showed a noticeable improvement in my performance in the classroom, I was assigned to give science for grade 9, physics for grade 10, in addition to the extracurricular activities for grades 10, 11, and 12. This time my work was different, each time I entered the class, I was well prepared; I planned carefully for the lesson, used extra resources, and most importantly I discussed many things with my wife . Since we teach the same subject, the discussion of educational concepts and views was easier. I learned a lot from her during these discussions. She is not only my partner at home, but also my partner at work. I managed to discuss with her lots of things that may be discomforting for me to discuss with other teachers. I always take her advice.
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More Steps Forward From this point on, I was at ease in my class. I started to find time for activities directly or indirectly related to the curriculum. I was the first to test and use an interactive tutor with the students. I became responsible of the extracurricular activities where I used many new resources as Lego Dacta robotics with grades 7 and 8 and complicated electronics with grades 11 and 12. I used the computer to prepare some of my lessons; I was the first teacher in the school to design physics lessons on PowerPoint integrated with Excel for the use of formulas and calculations. This summer I attended a wor ks hopwi t hours c hool ’ sc omput e rt e a c he r sa nde a r ne dac e r t i f i c a t e as a trainer for basic computer skills and for Macromedia Flash and Adobe Photoshop. I started to work with other teachers to design animations to be integrated in a PowerPoint presentation. In the last two weeks I designed animations for a physics lesson and a biology lesson . The past three years were very fruitful to my profession for , my views to education dramatically changed from what I believed in at the beginning of my care er. I began to realize the important role of a teacher as educator. I realized that I knew nothing about teaching. Even the things I knew were not in their right context; I was blinded by my ignorance. This ignorance stopped me from evolving and gaining new knowledge I thought I never needed it. This ignorance prevented me from knowing what I was missing. I always wanted to continue my ma s t e r ’ sde g r e ei nphy s i c s , yet last year I decided that I have to take the masters degree , not for the sake of the degree, but for the knowledge I will gain through my studies. I decided to go into educational technology, combining two things I love: technology and my newest fantasy, education. Becoming a good teacher needs a lot of hard work and commitment. I am still at early stages, but I believe that I am on the right trail. My first teaching year at my school was a disaster , now I
Reflective Practitioner 10 teach high-school physics for grade 10 and 11. Our school is setting up a network with the plan of putting a computer in every room. I see this as an opportunity to ameliorate my skills and experiences in the domain of educational technology. When I finished college, I believed that I was done with learning and I had only to work . I discovered later that learning never stops, especially for a teacher. A good teacher should be a continuous learner, always trying to adapt new approaches in his classroom, and to integrate new theories of education, or new technologies in his teaching. As said, a person is still knowledgeable until he says I know everything. A good teacher also should be a reflective teacher, so he or she can define the problems faced and how to deal with them. It is also important to learn to discuss concerns with peers and to respect and accept their opinion. I hope I will become a good teacher, but I know that I am still a beginner and lots of work and learning have to be done. I believe that I started to reflect on my practice three years ago without knowing what a reflective practitioner was. I looked for my mistakes and errors and tried to fix them. I evaluated my work and sought advice. After I studied and learned how to reflect on my own work, I hope I can do the process efficiently and as often as I can . Being a reflective practitioner is not an easy task. It needs hard work, devotion, and most prominently to be honest and straightforward with one-self.
Reflective Practitioner 11 References Ormrod, J. (1999). Human learning. (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. Stark, B. (1995, September 13). Reflective practitioners. Message posted to http://h-net.msu.edu/cgibin/logbrowse.pl?trx=vx&list=edtech&month=9509&week=b&msg=L6UV2teWgSZ/ %2b/ralcZPHw&user=&pw=http://h-net.msu.edu/cgiin/logbrowse.pl?trx=vx&list=edtech&month=9509&week=b&msg=K%2bKSWaG7kSb M4Pb2op/TGA&user=&pwb
