Being an organized person while playing all of my main roles in life as a student, as a mother, and as a wife, I have practiced being organized by making assessment, evaluation and reflection of every task that is done. I make sure to reflect on my thoughts, doings and actions in order to perform improvement every now and then.

In teaching, I have come to realize that reflection is not as simple as I thought it was. After studying the module, I got to understand how significant it is to be aware of self strengths and weaknesses as a professional teacher. Learning critical reflection is challenging, I think. Being aware of its significance, how to do it and the theories behind it require time and effort. But that is what we are here for as aspiring professional – public school teachers, right?

Since this module has awaken and added necessary information that I should always carry, now what are the steps I am going to take to be able to improve?

Here are my realizations:

  • As educators, critical reflection must be developed to enable transformative teaching, never-ending learning and more professional growth.
  • For teachers, in reflection, unconscious competence can be developed well if they practice it more often until they get the hang of it and master doing it. Consistent reflection with additional background and mastery to all aspect of teaching and education will definitely be a way to develop unconscious reflection in this matter.
  • When teachers consistently do reflection after every session or teaching period, they can become proactive in their professional practice to develop tacit knowledge. This way, they can reflect and assess their teaching styles, lesson and students in order to be prepared for next time. More seminars and trainings that will make teachers always updated but not limited to what to have to do or teach can also contribute in ensuring the teachers’ active and progressive professional growth.
  • By being flexible and realistic while making reflection; this is how theory-in-use can be practiced. Scenarios, situations, students’ attitudes and styles always differ. The application of knowledge must be done with adjustments and flexibility to suit the needs of every learner or class.
  • To be a critically reflective teacher, one must practice the balance of providing learning and be being prepared for any kind of circumstances during, before and while teaching.
  • A critically reflective teacher understands how considerations of power undergird, frame, and distort educational processes and information. One must also question assumptions and practices that seem to make our teaching lives easier but actually work against our own best interest.



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