I tend to blog when I have a lot of free time, such as during the
summer or over spring break. This past summer I blogged regularly. Once the
school year began, my blogging time diminished.
I want to start writing each day for the rest of the school year. Like
everyone, I am sure I am not alone in finding little time to do much more than
grade, lesson plan, and spend some time with the family. Squeezing in blogging
can be done. Numerous people I follow on Twitter have regularly remarked that though blogging
while teaching does require a decent amount of effort and commitment, the
benefits of doing so are immense.
What’s so significant about school year blogging?
School year blogging, as opposed to summer blogging, is powerful
because the time spent blogging can be used to discuss classroom decisions that
are being made almost in real time. This experience can’t be replicated in the summer.
You can also discuss and share various snippets of student work. And, maybe
most importantly, you can also subject your ideas to the scrutiny of others,
giving you a chance to think more deeply about your day to day choices.
Teachers who blog are invaluable because they make visible the often
invisible act of reflection. Obviously, many teachers who do not blog are just
as reflective, but those who do manage to blog are modeling reflective
teaching.
What’s the core difference between a reflective teacher and an
unreflective teacher?
An unreflective teacher acts, but his actions aren’t necessarily rooted
in careful thinking. And, just as importantly, after they act, they do not go
back and reflect on what happened and what didn’t happen.
Reflective teachers spend a considerable amount of energy and time
thinking about what they are going to do in the classroom, as well as a
considerable amount of time thinking about what happened after they taught.
This weekend I stumbled on Chris Crouch’s excellent blog, where he
models what a reflective teacher does on a regular basis. Be sure to check out
his blog!
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