My Preferred Definition of Reflection

Reflection is referred to as a process containing three stages in which the professional

becomes aware of uncomfortable feelings and thoughts, then critically analyses his or her
feelings and knowledge and the development of a new perspective (Atkins and Murphy
1993).
Key
Describing uncomfortable feelings and knowledge
Critical analysis of thoughts and feelings
What went well and why?
What did not go well and why?
How did I contribute to the success or failure of the experience?
Development of new perspective
What have I learned from the experience?
What will I do differently next time?
Journal Entry Extracts
Below are some journal entry extracts which will be colour coded to demonstrate which
aspects of the definition the reflection emphasizes.
I am a Grade Five teacher who commenced this course about two weeks ago. Since then, I have been required to engage in
many reflective exercises. I may now even consider myself to be a reflective Practitioner, but there is still a long way ahead.
This course has exposed me to very interesting literature which has aided with my personal and professional growth thus far.
While preparing to respond to Activity 2.4 of this course, my colleague and I came across and discussed Schon' work on
reflection in action. From then, I found myself more frequently engaging in reflection while on task. This proved to be very
helpful since I am currently in the process of getting to understand how my new group of students learn best.
Bolton's work on reflective practice has also inspired me to be more of a reflective practitioner. In a review of Bolton's work,
Khan (2012) states that Bolton encourages a deep immersion and thorough self questioning to explain the gaps between the
known and the unknown, the habitual and the possible. Although I would not say that I have arrived at the point described by
Bolton, I can certainly say that I am beginning to experience reflection as she describes and look forward to going beyond
reflecting simply through the mirror.

In an interview Carson stated, 'What you put into life is what you get out.' Those words resonated with me and inspired me to
during that moment stop what I was doing and begin to reflect. In so doing I realized that those words were not new to me. They
are in the bible, 'Bread thrown in the water will come back to you some day.' And they are also often repeated by many in the
proverb, you reap what you sow.

Dewey (1933) posits that reflection is made of thinking. Therefore while meditating on those words, my thoughts drifted to this
course. At first it was difficult for me to see the need to learn to be reflective. After all do we not all possess the inate ability to be
reflective? I thought we did, until I began to read various explanations of reflection and realized that reflection is more than just
recalling an experience. I also realized that reflection is a necessary process for me if I want the fruits of my labour to be sweet.
Reflecting on my experiences would help me to be better able to plan for future encounters. Having a plan which was derived
from thinking critically puts anyone at an advantage for success. Not only does it increase your chances of a successful
experience but it also leads to an increased sense of confidence and as a result improves the quality of whatever effort one puts
into their work and consequently what comes out. In retrospect I wish to encourage my fellow classmates to become reflective
Practitioners and plan so as not to fail.
Everybody has his or her own interpretation of what reflection means, and this interpretation is used as the basis for trumpeting
the virtues of reflection in a way that makes it sound as virtuous as motherhood. Smyth (1992, p.285)
This week I learned the true meaning of reflection simply because I was challenged to put into practice what I have learned thus
far in the course. I was required to do a group assignment for one of my courses. To do so, I was placed in a group of three
where I met two amazingly intellectual minds. We seemed to have shared similar sentiments regarding our hunger for success
at The UWi. Little did we know of the speed bumps and curves that we were to experience ahead. After our initial group
discussion of the assignment, we devised a plan and set out to execute. We tallied until the wee hours of the morning, using the
various forms of technologies like Skype and WhatsApp as our modes of communication. After our hard work, with a breath of
relief we all set and ready to post the assignment. However, I thankfully decided to share what was prepared with another
colleague from a different group. After hearing what he had to say, although I was very grateful for his insightful editing, I felt like
my sleepless night was all for nothing. I was left feeling more confused than I had ever felt before. At that moment, I simply
wanted to give up but with his reassuring words and patience, I was somehow able to remain sane.
My colleague tried very hard to explain to me my misconceptions about the assignment. Feeling overwhelmed by my inability to
see things from his point of view I decided to stop put the work away and think for a while of how I could help myself better
understand rather than trying to understand. In doing so, Gibbs (1988) popped into mind. I chose Gibbs work because I like
working with a structure and I was provided this comfort in his work. Thankful that I was familiar with his work, I decided to
consciously not just think about the situation but to reflect. With Gibbs as my mentor, I slowly and carefully sailed through the
various stages displayed in his reflection model.
To help me make this experience more concrete, I decided to write down my thoughts.

o
o

o
o

Description of the experience: I am not able to efficiently assess a topic in order to determine the
acceptable method of exposition to be used.
Feelings: Overwhelmed, disappointed, demotivated and challenged.
Evaluation and Analysis: Where did I go wrong? I did not do sufficient research, I did not pay close enough
attention to the question, I was too focused on the product rather than the process, I was not receptive enough of others
ideas.
Conclusion: I am having this experience primarily because I rushed the assignment.
Action plan: I need to go back, look at the questions again, read the units in relation to the questions, use
the links suggested by my colleagues and use this new knowledge to build on what was done.
This experience has taught me that reflection is more than just thinking over and over again of what happened. Reflection
requires time and effort if one is expected to learn from the experience. While going through the various stages, I realized
that reflection is a process and ones thoughts and feelings at each stage would have implications for the next stage.
Engaging in the reflective process helped me to realize that it is more important to focus on the process rather than the
product sometimes.

Describing the Event

For the second graded assignment for this reflective practice course, we were
required to work collaboratively to prepare and present a documentary
highlighting one theory of reflective practice. We were to include an explanation
of the theory, the rational for selecting that particular theory, the relevance and
effectiveness of the theory and the implications for professionals in todays
society. Although I wanted to examine Schons theory, I was outvoted by my
group members who were determined to explore Gibbss (1988) model instead.
The group met several evenings via Skype to discuss the task and assign roles
and responsibilities. Although, suggestions were made to use images and text to
create the documentary, some group members preferred the idea of individual
video recordings in the documentary. David suggested a very captivating
introduction. Jonathan and I were to work together to put together all pieces of
the documentary and edit to produce the final video. The group tried live Skype
interviews but that did not work, so we resorted to recording and emailing
individual videos. However, even that was challenging for some. We remained
positive and were able to complete the assignment.
When I first saw the assignment I felt disappointed that we were required to do it
in groups. I had just worked with a group in another course and the process was
exhausting and overwhelming. However, I reminded myself that as a reflective
practitioner, I should be able to work collaboratively. I tried to remain optimistic
and began to round up my group members so we could commence. During our
first Skype meeting I felt confident that we would have been able to work
through the assignment with relative ease. I started to think creatively and
imagine what I would have liked the documentary to look like. However, I forgot
for a minute that there is no I in group work. David reminded me of that when
he suggested that we take a completely different approach. I was very
disappointed that the group had decided to explore Gibbs model rather than
Schons work. I could not believe that as teachers, they did not see the relevance
and significance of Schons work over Gibbs in their practice. During many of
our Skype meetings I felt very frustrated due to some persons poor internet
connection causing a lot of feedback and hindering effective communication.
Using the technology was also somewhat frustrating as some programs were
new to me as well as other group members. However, I tried as much as possible
to remain optimistic and a beacon of encouragement for my group members.
I was exposed to new forms of technology.
I learned to appreciate individual differences.
I developed an appreciation for Gibbs work.
My problem solving skills were put into use.
I learned from my peers.
My awareness and management of time
improved.
Group members were very supportive, dedicated
and cooperative.

Feelings of frustration were overwhelming

times.
I was disappointed about not being able to
explore Schons work.
The time limit made it very difficult to put t
documentary together.
Geographical barriers caused a great challe
The documentary did not turn out as plann
Coping with learning to use and using new
software was challenging because of the ti
available to do so.

What Went Well?

Using various software which allowed us to work collaboratively was a great
success. E.g. Mind Meister (allowed each person to take part in recording and

updating details, Google documents helped each person to contribute to taking

notes or writing the script, etc...)
What Did I do well?
Using technology to assist Jonathan with recording, editing and putting together
the information.
Researching and preparing the content.
What did others do well?
Group members were creative problem solvers.
They were very cooperative and accommodating.
They were also very persistent and determined.

What could I have done differently?

Since it was very time consuming to edit the various videos I would start earlier
next time to allow myself more time to work on putting the pieces together.
I will respectfully critically assess the ideas of others and point out the strengths
and weaknesses of suggestions.
I will assist in the assigning of roles by considering individuals strengths and
weaknesses.
I will commence earlier than I did to allow myself time to practice using the
movie editing software.
If a similar experience arises in the future, I will
1.
2.
3.
4.
5.
6.
7.
8.

Be better able to present justifiable reasons for my choice of theory

Commence working on the assignment earlier
Be more mindful about the delegation of tasks
Try to be more prepared to use the new technology
Give clearer instructions to group members about their tasks
Take more of a leadership role
Critically assess everybodys contributions
Plan more carefully

I was required to post a collaborative assignment before midnight on November seventh.

However, it was difficult to acquire the assignment from the individual working on the
final piece due to the size of the file. My internet also failed due to increment weather
conditions in St. Lucia. When I was finally able to access internet connection, I realized
that the portal had been closed.
In spite of the time quickly creeping up on us as we strived to put the final touches to the
video, I felt optimistic that we would have been able to meet the deadline. I trusted my
peers and that the grades were as important to them as it was to me and I knew that they
would have done whatever possible to post the assignment in time. However, Anything
that can go wrong will go wrong, (Murphy) and everything did go wrong. Firstly, the file
was too big to upload or to email to group members; secondly, my internet failed and so
did that of my peer in St. Lucia. In spite of it all I remained calm hoping that Mr.
Dwariker would understand and that I would be able to post the following day. It was not
until morning that I began to feel that familiar nervous feeling building in the pit of my

stomach when I opened the portal and I was unable to post. Added to that, Mr. Dwarika
was unaware of the problem and although many of us tried to explain, and he tried to
help, I was left in a state of disbelief when by Saturday evening nothing could have been
done.
After finally being able to upload the assignment on Monday afternoon, I felt relieved yet
as I discussed with one of my colleagues, that pang of satisfaction was soon replaced with
disappointment. I was disappointed that the documentary produced was not up to my
standard and I blamed myself for not doing a better job on behalf of my team. Finally, I
am somewhat proud of myself for practicing remembering and practicing reflection in
action, as it helped me to remain composed throughout the experience. I do believe that I
am now a true reflective practitioner in action. This experience taught me many valuable
lessons. Firstly, I should not be afraid to speak my mind. Reflecting on the experience, I
am now aware that the outcome could have been different had I only said what was
needed to be said to my group members. We wasted lots of valuable time trying
suggestions that I knew would fail rather than working on ideas that had already been
well thought out and presented. I also learned that I should not take time for granted.
When planning, I was sure that we would have had sufficient time to complete the
assignment but I was definitely wrong. I also learned the dangers of assuming that even
people at university level are not as academically inclined as others nor are they all
familiar with even the simplest forms of technology. One of my biggest challenges during
this experience was trying to remain calm through it all and trying to avoid pointing
blame particularly at myself. I was grateful that it had worked out in the end at least to
some extent and that I had gained valuable knowledge for the future. However, I am still
of the opinion that all of this could have been avoided if as a group, we had all done
things differently. In the future, if a similar experience arises I will continue to remain
calm, as my composure helped me to think clearly and be a beacon of reassurance to my
group members and not over react and make a bad situation worse. I would also contact
help desk a lot sooner, as the problem was solved after they were contacted but later than
should have been done. I will also try to avoid the experience in the first place by taking
time to get to know the strengths and weaknesses of my group members and being of
more help to them if necessary. In retrospect, as disappointed as I may have felt, this
experience has truly been one to learn from for me.