Entrance slip: On becoming a reflective teacher by Grant & Zeichner

 This article did speak to me as a new teacher candidate in 2021 and seem to be just as relevant today as it was back in the 1980s. In fact, from the discussions regarding the practicum, it seems like the teacher education process has remained largely the same. I think the authors have presented compelling arguments to be reflective teachers, and I definitely agree with the overall sentiment. Nevertheless, I think the authors were a bit too enthusiastic in their opposition to the norms and traditions of education.

Firstly, I would like to express my agreement with the ideals of open-mindedness, responsibility, and wholeheartedness. I think that despite its venerable age and history, teaching is still a quickly evolving field that requires each teacher to take responsibility for their own practice and to be continuously reflecting on and adapting their teaching style to their students. I think that there is not one "correct" method of teaching and that there is no "ideal teaching method" that teachers should be working towards. Rather, teachers must connect with their students and be continuously adapting based on their needs. An openminded teacher is willing to learn and change. A responsible teacher will think deeply about the consequences of any proposed changes and make decisions that will benefit the student. A wholehearted teacher has the dedication and will to realize these changes. In my opinion, these are all admirable and desirable traits that should be encouraged in all teachers.

But Grant and Zeichner also addressed three objections to reflective teaching: 1. Teachers don't have time to reflect and must act more intuitively than reflectively in a fact-paced classroom. 2. Teachers cannot act if the result of their reflection is in conflict with institutional norms, and 3. Teachers do not need to be reflective to be effective. Paraphrasing and simplifying the authors' responses, their counterpoints were, respectively: 1. Teachers can reflect outside of class time and small reflections during class time also count. 2. There is always some degree of flexibility for teachers to shape their classrooms while respecting constraints, and 3. Good teachers do reflect even if it is not always evident to researchers. My main issue with their response and in their following advice for new teachers to be reflective is how it seems to imply that it is usually good for an individual teacher to question and go against established methods. While I agree that teachers should be reflective, I think the article doesn't put enough emphasis on the point that teaching is a collaborative activity that is of central importance to society. In my opinion, it is better for teachers to be reflective and then share the result of their reflection with colleagues for discussion in an attempt to change the consensus, rather than attempt to go against institutional norms in their individual classrooms. 

In conclusion, this article inspired me to question established methods and to continually work to improve my teaching. However, I believe that reflective teaching must also respect the need to work within time constraints, follow established rules and guidelines, and meet the expectations of parents and students. Being a teacher means being a key part of the community and as such teachers must hold themselves to their community's expectations. Teachers should be reflective in their individual practices, but should also be in constant communication with their colleagues and not readily reject consensus for best practice.