In my previous post, I tried to analyze the concept of so-called Reflective Practice Mission Statement (RPMS). After having read another post of John Pfordresher’s, my outlook on the issue has narrowed down. The author was so kind and this time he offered a practical example, possibly to make things easier for anyone eager to take up the challenge:
This is a fun ice breaker I use in class. It’s also a great way to get an RP meeting started.
strongly disagree disagree agree strongly agree
1) Teachers must teach grammar explicitly if learners are to acquire language effectively.
2) Teachers who don’t utilize technology in class are doing a disservice to their students.
3) Teachers have to understand the correlation between student emotions and student needs to be effective.
I have no clue if the author wants us to ponder about the statements and elaborate on them in our posts, or whether he plans to discuss them on his own. It may be a coincidence but the second statement is actually expanded on in his subsequent post, which, at first sight, has nothing to do with the RPMS challenge (at least it is not stated explicitly). By the way, I can’t agree more with the following quote:
“The job of a modern English language teacher is to help students navigate their world through the medium of English. It isn’t about using technology to teach students, it’s about teaching students how to understand, decipher and decode English when using technology”.
Anyway, back to my case. It often happens that ideas and solutions suddenly dawn on me. Well, I admit that this is often a result of a previous analysis and contemplation. This ‘awakening’ usually occurs when I concentrate on something unrelated to the initial problem. Yesterday I was watching the Downton Abbey series, which a friend of mine had kindly recommended to me a while ago, when a new Reflective Practice Mission Statement sprang to mind.
That’s it for the time being – I’m passing the baton…