I have always placed a great deal of importance on reflection in my teaching practice. This has manifested as regular reflection on outcomes, consistent gathering of and listening to student feedback, and the pouring over and trialling of research-informed teaching, learning and assessment strategies.
Throughout my teaching career this cyclical action of reflection and adaptation has felt fundamental to the very drive that brought me back to teaching; to create spaces and opportunities for every student who enters my classroom. You can imagine my surprise then, when faced with the task at hand, to realise that my reflections had been entirely insular. They had existed only within the bubble of tangible practice and measurable outcomes. My need for quantifiable reflection removed me and the influence of my experiences from the equation; placing me as an observer rather than a creator.
