Critical Thinking Reflection Essay about a Class

Critical Reflection on Learning

Developing the proposal on increasing intrinsic motivation in the classroom gave me insight into how ideas are developed and how they would be applicable in a 21st century classroom. This is evident when examining 21st century skills from not only the Queensland Curriculum and Assessment Authority (QCAA) but also the Australian Curriculum, Assessment and Reporting Authority (ACARA). In putting together our proposal, a number of skills and capabilities were used, for example personal and social capability was needed to ensure that all members of the group knew what was required of them, whilst taking into account the number of factors that could affect the team as the project progressed such as emotions, work commitments and personality differences (ACARA, 2019, p. 1) (QCAA, 2014-2019, p. 1). Another skill was the critical and creative thinking needed to develop the proposal, having such skills provided avenues in which progress could be made despite conditions to the contrary, for example building ideas, finding out information on the ideas proposed, examining the credibility of information used and reflecting on how processes could be done better (ACARA, 2019, p. 1) (QCAA, 2014-2019, p. 1). Further to this point, it was important to enshrine a need for respectful communication between group members, ensuring that collaboration occurred not through a top-down approach, but through sincere interaction, for example in our group one member put forward an idea about replacing one of the Australian Professional Standards for Teaching (APST’s) and the process in which this was achieved came about through communicating and collaborating respectively instead of telling them what to do (QCAA, 2014-2019, p.1) (Australian Institute for Teaching and School Leadership (AITSL), 2017, p. 1). As this innovation was put together online, the need for Information and Communication Technologies (ICT) skills was made apparent to ensure the successful completion of the task. This included; group meetings on Facebook Messenger, communicating with teachers in the field to validate and give advice on the efficacy of our innovation and the usage of the internet to provide the requisite information to justify why our proposal made sense (ACARA, 2019, p. 1) (QCAA, 2014-2019, p. 1).

Reflecting further, it is imperative that an analysis of enterprise and leadership is taken into account when examining our proposal and how organisations play a role in prohibiting or ensuring a project’s go ahead. As the Quality Assurance Agency for Higher Education (QAA) (2018) points out regarding enterprise education, what is important is that capabilities are developed within individuals that lead them to coming up with new solutions to existing problems and when identified, develop strategies that fix problems (p. 2). Examples of this mindset can be seen in the behaviours, attributes and competencies on display when developing this innovation, for example taking the initiative when no actions were being taken and taking responsibility for an action you suggested (White, 2018). Attributes connected to self-efficacy and being proactive helped develop confidence in the ideas being brought forward, whereas when problems arose a proactive approach was used to fix them quickly (Karwowski and Kaufman, 2017) (Dubrin, 2013, p. 133). Taking a proactive attitude helped the group identify opportunities for improvement and this was the case with discussions surrounding the APST’s in that two of them were seen as not compatible and required change. In identifying this issue, another competency was apparent and that was of negotiation and communication. Identifying the problem required communication and negotiation with the member who wrote them, plus connecting with the other team members to get their point of view, leading to a collaborative decision that changed the APST’s to what they are now (Santos, Caetano, Mitchell, Landstrom and Fayolle, 2017, p. 143).

On the issue of leadership, an approach was taken that envisioned all members of the group working towards a common goal. To begin with, a hierarchy was somewhat established with some members of the group having more influence over how the task was organised, but as time progressed and tasks were delegated, the process became more collaborative. Completing the task, a functionalist approach was implemented to ensure the tasks were completed, for instance an overall goal was put forward regarding our proposal on intrinsic motivation in the classroom, the team came together to allocate responsibilities which each member had to complete and when completed, we would each provide feedback on each other’s sections and if satisfactory move on (Cole, 2004, p. 53). A point on leadership styles and this can be examined not only from a collective viewpoint, but individual as well. On a personal level, the leadership style I tried to implement in my group interactions was that of participatory. I tried to interact with all group members in a flexible and willing manner, whilst displaying convictions with respect to issues I believed needed to be addressed (Ricketts and Ricketts, 2010, p. 30). Collectively, a more laisse-faire approach was adopted in that a majority of the time group members were allowed to work at their own discretion and only communicated when necessary, for instance getting the proposal right for submission (Ricketts and Ricketts, 2010, p. 29).

Organisations play a crucial role in determining whether or not an innovation is successful or not. On a negative note they can provide a large number of constraints to implementing innovative ideas ranging from social customs/practices, different regulatory structures and work practices that have not changed for a long time (Macdonald, Burke and Stewart, 2018, p. 42). However, if used properly, these regulations can be used to justify the implementation of new and innovative ideas, for example our proposed innovation uses a number of APST’s in demonstrating why it would help intrinsic motivation in the class (AITSL, 2017, p. 1). Regarding my future practice as a teacher, the exercise of producing this innovation instilled in me an understanding of three key facets. One, practical skills and competencies are needed to function in the modern-day classroom such as critical/creative thinking, personal/social capability, communication and ICT skills. Two, the fostering of a behavioural mindset that emphasises a willingness to be firm when required, but engage with those working with you the majority of the time. Three, despite organisations being depicted as problematic, they can often provide the pathways for success you are looking for.

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Reflect on Lead and Create Innovation

The proposed innovation looked to improve intrinsic motivation of students in the classroom by developing a growth mindset. This would be accompanied by teachers using formative assessment backed up by a number of tools whether it be guides, tutorials or Personal Development (PD) sessions. Achieving this goal would require a considerable collaborative effort in which senior staff such as Principals or Heads of Department (HODS) give permission for this process to continue and then teachers could begin the process of developing the resources for the strategies to be implemented. Reflecting on this goal shows that what was discussed above is absolutely necessary to get this started. Practical and competency-based skills for interacting with the large number of stakeholders that would need to be consulted for such an undertaking. A behavioural mindset that is open to criticism when warranted, willing to change when made abundantly clear and the ability to stay strong even in the advent of overwhelming pressure from not just peers, but outside influences such as parents, businesses or politicians. Avoid any future problems by using organisational structures to your advantage.

Ensuring the continuing efficacy of this innovation requires a multi-step process that goes from identifying the Minimum Viable Product (MVP) to getting validation from teachers on how such an innovation would operate in the classroom (Parsons and MacCallum, 2018, p. 160). Despite overall feedback from teachers in the field being supportive of our proposal, feedback allows for the next step of the process to be implemented. Build-Test-Learn takes the original MVP idea, tests and validates it even further among the education community and takes whatever feedback received and uses it to improve the idea even further (Morris, 2014, p. 14-15). Steps associated with identifying the MVP and then using the Build-Test-Learn cycle has enamoured me on further reflection to take a more participatory approach to not just learning, but interacting with those in the school environment. Successful implementation of policies such as these does not come down to you, but how you interact with principals, administrative staff, fellow teachers, students, parents and outside stakeholders and their preferred goals and outcomes. This may end up with you having to negotiate changes to your proposal that may not have existed in the beginning, but may result in better outcomes for the future.

Reflect on Peer Engagement

Engagement with peers was uneventful. Practically speaking, peer engagement was conducted through online channels that can often be beneficial, but also a hindrance in that if you are not a member of these services, communication can be problematic. Getting together with peers to discuss the proposal is often wrought with difficulties such as work commitments, time and scheduling issues and if such things are done online, ways in which communication happens can be problematic, for instance long intervals between conversations and the manner in which conversations are conducted such as long/short. Ethically speaking, taking into account the importance of confidentiality, asking permission and being respectful to your fellow peers allow no problems or hostility to arise between you and other group members. An example of this would be critiquing a section of your proposal from a team member and saying something only to the other team members. In outlining your viewpoint in a respectful manner and asking for feedback from that member alongside the other team members leads to more collaborative outcomes and the creation of an environment in which constructive feedback can be given irrespective of who is giving it.

Engagement with teaching professionals outside of the group was a beneficial experience that showed me that teaching is not an individual profession, but one where collaboration with peers is not just an advantage, but a necessity. Practical engagement with your fellow colleagues is not just about talking to them, but takes into account the psychological side, in which questions begin to be asked whether you have the confidence or capability to introduce yourself to someone you barely know and asking questions on teaching to individuals who know a lot more about it and have more experience than you can imagine. I was fortunate enough to have relatives who were teachers and get their inputs on how effective our proposal could be and how it could be improved and those relatives knew teachers, HODS and Principals to get their input. Engagement with teachers is a difficult task that needs to take into account the time-poor nature of the profession during busy teaching periods. As was the case here, the task was undertaken during school holidays making it much easier to conduct and therefore get feedback on the questions raised. Ethical issues were the same for teachers in the field regarding confidentiality, asking for permission to use their advice and when interacting with them being respectful of the advice being given. Reflecting back on peer engagement, it demonstrated to me that as a future teacher it is an absolute prerequisite for you to engage with all your peers to not just gather a wide variety of opinions, but have people in your profession who are willing to give you clear and frank advice on what you are doing right and wrong and then implementing those changes in the classroom.

Reflect on External Engagement

Engagement with the wider community can be a more difficult process. It has to take into account the different educational contexts that you find yourself in. With previous discussions on engagement, ethical issues come under the areas of confidentiality, permission and respectfulness. Engagement with students, parents and the community at large can present a number of issues that have to be confronted before any proposal for innovation can move forward, for instance understanding who your students are and how they learn, parental expectations of what is taught in the classroom and wider community expectations such as business or political interests. Issues could range from learning disabilities, cultural differences with language, Social Economic Status (SES) and the teaching of content to suit political or economic ideologies. These factors have to be considered wherever you are situated as a teacher to get a better understanding of what the needs of the students are, for instance if you were teaching indigenous students in an indigenous community you would not teach them content from just an Anglo-Saxon perspective, you would take into account cultural and community factors when teaching. The same can be said if you were teaching at an affluent religious school you would adhere to the standards being applied by that school. Reflecting back on external engagement, it can appear to be a problematic hurdle hard to overcome, but as was the case with organisational structures, all that is required is to have a flexible attitude and mindset that looks at these issues and identifies solutions by which teaching can be accomplished even in environments that may not seem conducive to entrepreneurial thinking.

References

1. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). Critical and Creative Thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
2. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
3. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). Personal and Social Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/
4. Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards
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15. White, M. (2018). A Good Education: A New Model of Learning to Enrich Every Child. Retrieved from https://books.google.com.au/books?id=JCpKDwAAQBAJ&pg=PT78&dq=initiative+and+responsibility+enterprise+education&hl=en&sa=X&ved=0ahUKEwiLj4638PTjAhU77HMBHRVACUQQ6AEIMzAC#v=onepage&q=initiative%20and%20responsibility%20enterprise%20education&f=false