Why Educators Should Do Research - Essay Example

? Why Educators Should Do Research number Why Educators Should Do Research Part A Reflective practice, even as frequently mistook with reflection, is neither a single nor a stress-free, meditative process. In essence, reflective practice is a demanding, challenging and frequently trying procedure, which is most flourishing as a collaborative endeavor (Minott, 2009). Even though, the phrase reflective practice is understood and interpreted in diverse ways, reflective practice is considered as a way through which practitioners can form a wider level of self-awareness concerning the nature, as well as the impact of their performance. This is the type of awareness, which shapes opportunities for professional development and growth. According to Ash & Clayton (2004), awareness is vital for behavioral change. In order to gain a fresh level of insight into personal actions, the reflective practitioner imagines a dual attitude on one hand, the actor in a drama and, alternatively, the opponent who sits in the viewers watching and assessing the whole performance. In order to achieve this perception, people must come to an understanding of their own attitudes (Hartman, 2001). They need to develop a conscious awareness of their own behavior and its consequences and the theories-in-use or ideas, which shape their action strategies. A reflective practitioner, therefore, is someone who, at normal intervals, reflects on the work they execute, as well as the work procedure, and thinks how he or she can improve the work. He or she echoes on the work they have accomplished (Minott, 2009). A reflective practitioner is not happy to go on at the current standard, he or she wants to improve and they do not believe in the saying, ‘if it is not broke, then do not fix it’. Everybody ought to be a ‘reflective practitioner’, in essence, as in an educator’s case, when they are teaching various types of students. An educator needs to learn from the mistakes and experiences of others (Hartman, 2001). They need to look at what they are doing, as well as how other educators are doing the same thing and ask themselves whether anything be improved? Or whether anything can be done better? The plea to apply reflective practice for educators is that as learning and teaching are multifaceted, and there is not one accurate approach, echoing on diverse versions of teaching, and redesigning current and past experiences will lead to enhancement in teaching practices. As Minott (2009) confirms, reflective practice moves educators from their knowledge base of discrete skills to a level in their careers where they are capable of modifying their skills to suit specific situations and contexts, and ultimately invent new techniques. In applying a process of reflective practice, educators will be capable of moving themselves, and their classrooms, past current theories in practice. Minott (2009) concludes that educators should oppose establishing a classroom tradition of control and endeavor a reflective practitioner, constantly taking part in a critical reflection, therefore, remaining fluid in the active environment of the classroom. Personally, I cannot move forward with my work knowing that I have not achieved a certain goal or my students have not attained the mark they are supposed to as set by the standards of my school. I believe that students need to see their educator put it some form of effort towards them in order for them to assist put the effort needed to achieve academically. The effort I put, all the sacrifice is give, such a private tutoring without, has aided to the success of my career and also the achievement of my students academically. My sole duty as an educator is to make sure that my students succeed academically. This motto has not only assisted me into developing my knowledge, but also aided in the success of my classroom, as well as the reputation of my school. Part B In essence, everybody wants to be successful at what they do. The level of success depends just with the amount of effort that is put into the endeavor. When people hear the word sacrifice, they normally think of entirely selfless acts in which an individual does something for another completely for the other person’s gain (Minott, 2009). The picture of a soldier giving up his life for his comrades usually comes to mind. However, sacrifice is not entirely altruistic. The best explanation of sacrifice is this: To surrender something for something else considered to have a much greater value and significance. Sacrifice does not symbolize giving up something for nothing, but giving up one thing for another thing that has more worth. Therefore, the notion that falls is how much teachers should give with regards to their career. My thought, teachers should offer/sacrifice absolutely 100% to their students, and the only factor that could assist them to give 100% reflection. Through reflecting, an educator would want nothing else, but success for his or her students (Minott, 2009). Therefore, they will work towards making sure that the students are successful in their education. As an educator, I am prepared to sacrifice everything for my learners in order for them to be successful. When my students are successful, it also means that my career is on the right path. I would rather teach in a place that I am not familiar with or a field that is not well for me all for the name of assisting people to become successful in education. This can make me an agent of change because, as educators, we are urged to look at what other successful educators are doing and copy their ways. Therefore, other educators will want to follow my footsteps into putting aside their personal values and focus on their careers. It is also vital to use the information from research findings that will help educators structure their plans in a way that will help their students succeed and also help their careers progress to the next level (Schon, 1983). Finally, the two areas in my practice that need stern research is how an educator can cope with a classroom filled with learners from diverse cultural backgrounds and also how to persuade students that education is not meant for shaping up their future, but a means of opening up their mind. References Ash, S. L., & Clayton, P H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154. Hartman, H. J. (2001). "Teaching metacognitively", in metacognition in learning and instruction. New York: Springer Publishers. Minott, M. (2009). The role of reflection in the differentiated instructional process. College Quarterly, 12(1), 1-10. Schon, D. (1983). The reflective practitioner, how professionals think in action. New York: Basic Books. Read More