| In their first few years of teaching, some teachers | | | | and Goals |
| may find they still do not have answers to many | | | | Teachers can ask themselves questions about the |
| unsettling classroom learning issues and situations | | | | key areas such as specific aspects of lesson planning. |
| which can cause great stress and ultimately, burn-out. | | | | The process of asking questions results in effective |
| One way to take control of the situation is for | | | | teaching, classroom management, and assessment. |
| teachers to keep a reflective learning log, which can | | | | Reflective learning logs give teachers a foundation for |
| help them vent and at the same time, help them | | | | identifying instructional objectives and establishing goals. |
| become better teachers. | | | | Reflective Journals Help Build Collaboration |
| By taking more responsibility to become involved in | | | | New teachers can typically look for ways to bring |
| their own learning process, reflective learning journals | | | | what they learn from mentors or in-service training and |
| can guide teachers' evaluation of the effectiveness of | | | | courses by sharing thoughts and insights in reflective |
| the quality of their teaching and assessment. | | | | learning journals. When this happens consistently, |
| Reflective learning is at the center of the inquiry | | | | teachers can gain ownership of the reflective learning |
| process. | | | | process. For example, teachers can use reflective |
| Using a Reflective Journal | | | | writing to help isolate issues concerning his/her classes |
| Using a reflective journal or learning log, teachers can | | | | and reflect on lesson outcomes. They can then share |
| consider the concepts and ideas learned in research | | | | their learning log with other teachers in a collaborative |
| and in-service settings. They can then apply the | | | | setting and also learn what works for them. In the |
| relevance of these ideas to their specific classroom | | | | process, they may find they have more questions than |
| situations and their students' specific needs. | | | | answers. |
| A Reflective Journal Improves Instruction | | | | It's not easy for teachers especially to admit their lack |
| Teachers can begin to ask questions and focus on the | | | | of answers to many unsettling classroom issues. This |
| issues facing their learners including their struggling | | | | is especially true of new teachers who lack |
| readers and special needs students. Once teachers | | | | confidence in their instruction. A reflective journal will |
| know how these issues influence their instruction, they | | | | not solve all the initial issues but teachers can take |
| can begin the process of adapting the curriculum to | | | | control over difficult classroom situations by taking |
| meet the needs of their students. | | | | ownership over their teaching and learning, enabling |
| Reflective Journal Helps Clarify Instructional Objectives | | | | them to ultimately become better teachers. |