~The Valuable Role of Reflection
As the world attempts to reinstate “normalcy,” there are clearly different baselines or targets amongst countries. For the United States, Costco in the news provides but one example. Just before the start of summer, their plans included “beginning a phased return to full sampling,” after 14 long months without offering shoppers microwaved mini tacos for nourishment? Society definitely needs nourishment, though I’m not sure mini-tacos will do. Or, what about Lollapalooza, a three-day music event that drew 300,000 people in 2015, returning to Chicago from July 29 to August 1? Regardless of what is happening or is planned to happen, I have felt maybe more than ever before, a near mandate to reflect on where we have been.
As an educator, a sort of responsibility has enshrouded me. To do due diligence and attempt to make sense, as best I can, of the past school year. To draw out as much learning as possible from the many lessons the pandemic offered, or “forced” depending on how you might see things. Three immediate if not glaring points stood out: Change, flexibility, and rebirth. In this, humanity is in the midst of a quasi-phoenix moment; a rising from the “ashes.” As exciting as the past year was tiring, for some reason, reflecting as thoroughly as I may have liked, continued to be put off. Not one to procrastinate, this baffled me.
Then the other dayI happened upon a tweet. A teacher tiraded how educators should be left alone, nothing more expected, this is OUR summer and we have done enough to get through the past year. I understand this sentiment as for many, the past 18+ months maybe have felt like being held underwater and summer finally is a time to come to the surface. To breathe. The myriad of unforeseen and often uncompromising situations the force that held us under. Still, I harken back to an article I wrote a few years ago titled, “You Make a Difference~The Value of Summer Reflection.” Here I outlined the pivotal role of reflection and realigning ourselves to our purpose. Summer, the essential pause. Yet, also a time to reflect.
The day summer school teaching finished and summer “officially” began, I received an e-mail from a former student from another school. The message began, “Hey! Jennifer got stabbed in the leg by Wendell at the end of March which complicated the year..” Immediately, I was issued two parts opportunity to lend a consulatory response and one part the ability to gain greater perspective. The timing seemingly perfect, as I still had not done an “honest” job of reflecting on the 2020-21 academic year. I desperately wanted get to the bottom of the question, “What was that all about? Another year of jostling between on-line and in-person learning.”
And so here I am. There is a ripeness to the moment where the catalyst is space more than time.
Caught Up In The COVID Storm
Before the academic year came to a close, I did not entirely skip reflecting. Oddly enough, it was something I asked students to do and also something I did with a colleague. Just not alone and to a depth that would appease. In a final meeting over Zoom, a teaching partner and I met. We attempted to simultaneously add our thoughts to a straightforward end-of-year reflection template that looked like this:
|Biggest success this year:||Biggest challenge this year:|
|Strengths data shows:||Areas of growth to focus on:|
|One thing I learned this year:||One thing I want to learn next year:|
|One change for next year:||One goal for next year:|
Surprisingly, at least for me, was how off the cuff nothing immediately emerged as a goal for next year. This was the dawning moment of how I was both exhausted but also how I had been caught up in the COVID storm. My vision not quite 20/20. Ultimately I had not fully come to grips with the reality of the pandemic and one of the greatest lessons I learned. “The best-laid plans of mice and men oft go astray.” To remain flexible, adapt, and be forgiving.
Over the years, I felt feedback received from students is a gift. A window into their reality. A term I am coining here is “meta-reflection,” building off metacognition and thinking about thinking. Might we reflect on student reflections? It may even connect well with a strategy many educators may employ with students. Harvard Zero Thinking Strategy, “I used to think but now I think.” One question asked on the student reflection that led to more in-depth analysis was, “What are a few things in social studies class that I did to help you to learn?” A prevailing theme was evident, allowing for my own “I used to think but now I think.” I used to think I was limited in doing meaningful project-based learning because of an overabundance of standards, but now I know that more wisely designed curriculum implementation is possible. This I was able to deduce, as patterns emerged in student comments attesting to how they were reinvigorated in learning as a result of agency, authenticity, and purpose.
The student reflections led also to a more philosophical goal. To continually remind myself to be the teacher one student envisions me to be, “You taught us in a way where you knew we would understand. You put yourself in our shoes and every day it felt like it was a brand new day for every student to do better and have fun.” Comments are not all so glowing and when we model honesty in the feedback we provide students and invite students to do the same when giving us feedback, there is a necessity to embrace vulnerability. One student maturely commented in a way which resulted in pushing me to think more about a check-in routine I was using. Her points not only honest but absolutely valid, leading to my immediate plan to discontinue the routine..
As a learning community, giving and receiving feedback is a skill we routinely practice throughout the year. In reading student end-of-year reflections I can say with confidence how students in 2020-21 stands out for their high degree of insightfulness and graciousness. One individual’s honest yet humorous response is sure to not to be forgotten. The fill-in-the-bank question asked, “If I were a middle school social studies teacher I would _________________.” A common response for example attested to the role of collaboration. For example, “make more projects where students get to work together.” The particular student’s memorable response was but one word. “Quit!” Ironically he is also the son of two teachers.
A few years ago Rhonda Scharf was credited with posting on Facebook the following thought, “Teachers are not ‘off for the summer,’ they are ‘in recovery.’” And if I can add, “in reflection mode.”