Grant and Zeichner’s article on becoming a reflective teacher highlights some of the importance of becoming a reflective teacher. They urge teachers to examine their practices so that they may cater to diverse classrooms and become more meaningful in their practice. This article spoke to me as a teacher candidate as it raised questions about how to address being in a classroom with diverse backgrounds while being aware that the choices I make as a teacher may affect the biases of the students. Particularly, I was intrigued when the authors mentioned: “Teachers can encourage ethnocentric attitudes as well as teach an unrealistic view of the world.” Initially, I thought learning about different beliefs and communities only occurred in a history or social studies classroom. However, as I further my reflection, I recognize that it is also my duty as a math teacher to reflect on the content I present and its possible Eurocentric biases and origins.
Since the article is from the mid-1980s, one thing it fails to take into consideration is the immense technological advancement and tools available for teachers during the present day. For example, digital recording, spreadsheets and documents have made it easier for the teacher to record their teaching techniques, measure the impacts of the different methods they use, and receive student feedback. As a result, modern technology has made reflection more manageable and time-efficient.
Overall, the article reminds me to practice self-awareness in the classroom. By examining my practices and questioning the intentions of my norms, I may better understand the potential biases I bring into a class and improve my teaching techniques. I wonder how that will be practical and sustainable to do at a constant rate. What systems or tools can be implemented into my practice so that I am a reflective teacher while not burning myself out?
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