Being a Reflective Teacher

Despite being written in a different time and place, many of the ideas expressed in the article ring quite true. I did resonate with the notion that the amount of reflection one could make is so vast that it can be paralyzing. But realistically teachers do not have the luxury of paralysis and teaching must go on. 

The article mentioned unquestionable obedience to administrative directives, I do not believe that newer teachers accept these directives with their head down. I believe that teachers need to lead by example, and if we want our students to critically examine what they are being told, teachers must do the same and sometimes that requires speaking up to power.

For me, inquiry means reflecting privately, and also actively seeking evidence, experimenting with new approaches, and engaging with colleagues to refine my teaching. Critical thinking, then, is, in part, disagreeing with directives but about carefully weighing why I teach what I teach, how I teach it, and how my choices affect students. This framing helps me see reflection as a practical tool for growth rather than an abstract exercise.