Journaling is a fundamental element
of the Master of Arts in Teaching Program at
In keeping this journal, I would
write down my immediate responses and feelings regarding each day. I would try to focus on new experiences. At the end of each week, I would choose one
day on which to focus. With each weekly
journal response, I used a specific format that included a summary of the
day, a list of new experiences, a list of what went well, and a list of what
needed improvement. Finally, I would
brainstorm ideas about what I could do to improve as well as listing any specific
questions that I had. Throughout the
semester, I was able to look back at past journals and begin answering those
questions and seeing how my ideas for improvement were working.
Since I truly do believe that I
am my worst critic at times, I think this journaling process was invaluable. Student teaching can easily be a deflating process.
The uncertainty of how well I was doing often surfaced in journal writing.
Beyond simply illustrating my lack of confidence, however, the journal
gave me an outlet to reasonably evaluate my performance and try to put it
into perspective. It was easy to see
what I could improve on, but the journal forced me to also look at what I
was doing well.
Within the journal, I often
reflected on trying to increase and improve my checking for understanding. This opportunity to consider my teaching
methods in a stress free environment produced a creative forum for
improvement. I was able to brainstorm
lists of ideas and then try them out as I began a new week. At the end of each week, I was able to revisit
issues such as checking for understanding as well as tackling new areas that
needed to be improved.
Beyond simply being an environment
allowing for the enhancement of teaching methods and strategies, I was able to
explore my personal feelings. “How did I
feel at the end of the day?” was such
an important question for me to ask myself.
It was so easy to get caught up in the pedagogy and forget that teaching
is an emotional act. I was attached to
the students, my mentor, and the literature.
To simply end each day by looking at how I did in terms of instructional
practices would be neglecting a significant portion of what drives my
teaching.
Now, I am able to incorporate the
skills of reflecting that I learned through the journaling process. I believe that self-diagnosis is a key skill
in my growth as a teacher. As I end
each day, I am constantly questioning myself and noting what went well. This process of reflection is absolutely essential
to my development into the teacher that I want to become. I am able to constantly rework how I check for
understanding or how I redirect questions.
Reflection also gives me the opportunity to maintain what is going
well. Constantly evaluating myself is vital to my being able to learn and grow.
