Task 2b: Reflective writing

Journal writing experience

When I first started with my journal writing, I found it easiest to write in the way I had learnt from my past educational experiences with the adaptions I had made to make the process more natural and applicable to my current work. I always used the same format, which included asking myself the following questions:

What happened?
What action did I take?
What action do I now need to take?
What action should I have taken if different?

I would then finish by writing down my thoughts about the event and the actions I took.

I think that the methods outlines in the task may work better or worse for people depending on their type of work. In my job it is important to keep a very detailed record of the days events and the reaction each student has to them. I am required to write very factual reports, with accurate entries and timescales. I realise that writing a journal doesn’t have to be as rigid as this and the methods have pushed me to be more free and expressive in my recordings. Methodically trying each of the different methods has really made me analyse my tried and tested methods. I have learnt new ways of recording my thoughts and experiences. I feel that some of the methods can provided fresh ways of approaching my work, which can only benefit myself, my colleagues and the students that I work with.

Day one - Description

I found the description method very similar to the method of journal writing I currently use, as outlined above. The main difference being that I conclude by giving a summary of what I thought about the event and action taken.

Day two - Initial reflection

The day I tried the Initial reflection method I was extremely irritated by an event that had happened with another colleague. I found the method very helpful as it acted as a outlet to vent my frustrations and analyse what had happened in a more calm and considered way.

Day three - List

I struggled to use this method because I ended up spending too much time considering the order of the list and I didn’t feel that I could summarise the days events into just a few words, however extensive the list. I found list making created too much of a watered down version of my days events and feelings. I also found myself over-thinking how I was writing which I found distracted my thoughts and flow.

I had a look at listography.com, which enhanced my concerns of the method not being as in-depth as I feel I need to be in my journal.

[One entry in listography.com I did find quite amusing was as follows: http://listography.com/sp3zza/about_me/my_dead_to_me_list]

Day four - Evaluation

I think that it is necessary to always evaluate the day’s events. By doing this I can move forward productively in my profession. From concentrating on the evaluation element this day, I realise I should spend more time on this in my future journal entries.

Day five - Graph and chart

I found the graph and chart way of writing overcomplicated, especially after a long and hard day at work.

Day six - What If

I found the ‘what if’ method the most useful of all. It really made me think about the different outcomes that could have occurred during a particularly challenging situation that took place at work that day.

In summary, twice a week I take some of the students from my school to a sister school to access alternative vocational courses. That day I was escorting two pupils that I had never worked with before and two that were very new to the school. On arrival it soon transpired that there have been a mix-up in the courses that the students had been allocated. Because the students I work with have learning and behavioural difficulties, this kind of incident can lead to a very volatile situation. Most of our students do not take well to change or disappointment. It took two hours of one-to-one with one of the students to reassure him and diffuse his anxiety.

When writing my journal I started to think about what could have happened, particularly with the students I had not met before, as I had no idea of how they would react. On evaluation I will now be more vigilant in my approach, ensure that all paperwork is correct and that if there is a possibility of any changes to the days agenda that the students are made aware of this in good time.

Day seven – Another view

The very nature of the work I do requires me to be an empathic person. I always strive to put myself in the other person’s shoes. I have access the student’s personal files, which helps me to understand their past troubles and why they react in certain ways. It allows me to tailor different working methods to each individual. I don’t always get it right he first time and I found this method really made me think about how they may feel in their circumstance. This gave me a more informed idea of how I could adapt or change my teaching method to benefit them both personally and educationally.