Reflecting on Personal Growth and Teaching Practices

Teachers may not want to take notes during class discussions so that they may focus all their energies into facilitating and actively listening to students. In this case, teachers should take time after discussions to reflect on student participation and potential follow-ups needed. Preparing a document ahead of time with a column with student names on one side and criteria on the other will be helpful in quickly capturing thoughts.

Just as it’s important for students to reflect on their learning, teachers should also reflect student participation as well as their own facilitation.

Questions to consider for teacher self-reflection are:

Leading critical conversations can be taxing for teachers from experiencing issues such as emotional labor (especially for teachers of color) and secondary traumatic stress. Learn more about key terms here as well as fundamental skills for self-care.

This is your opportunity to share this activity with colleagues who are also engaged in these modules of study. Ask them to journal their thoughts and ideas, then encourage them to share 1-2 commitments they will make to themselves with you or another peer.

Teachers can practice self-care in multiple ways. Below is a list of strategies.
What is one strategy you already practice on a regular basis
and one you would like to begin implementing?

Our work can be overwhelming. Our challenge is to maintain our resilience so that we can keep doing the work with care, energy, and compassion.

It is your empathy for others which helps you do this work. It is vital to take good care of your thoughts and feelings by monitoring how you use them. Resilient workers know how to turn their feelings off when they go on duty, but on again when they go off duty. This is not denial; it is a coping strategy. It is a way they get maximum protection while working (switching off) and maximum support while resting (switched on.)

For more information visit www.psychosocial.org or www.proqol.org

Beth Hudnall Stamm, Ph.D., ProQOL.org and Idaho State University • Craig Higson-Smith, M.A., South African Institute of Traumatic Stress
Amy C. Hudnall, M.A., ProQOL.org and Appalachian State University • Henry E. Stamm, Ph.D., ProQOL.org