We know its not ideal, but the Staffroom is best explored on a desktop :)
We know its not ideal, but the Staffroom is best explored on a desktop :)
We know its not ideal, but the Staffroom is best explored on a desktop :)
We know its not ideal, but the Staffroom is best explored on a desktop :)
Hypothesis 1
There is correlation between between how teachers plan for their sessions and how reflective they are.
...
Teachers who create inflexible session plans often show lower capacity to personalise instruction and are more prone to blame students, compared to teachers who intentionally plan flexibility.
Patterns
On the Teaching plan Flexibility scale, teachers with low teaching plan flexibility did the following:
did not personalise teaching
used negative discipline
placed the learning onus on students
have detached or defensive narratives when faced with adversity
Insights
Teachers who operate with fixed teaching plans, or at most make basic improvisations to accommodate one-off situations, also also defensive about their teaching and do not engage in reflective practice. Not only are they unable to improvise based on student needs, but their unpreparedness to adapt also manifests as negative disciplining strategy. Think of Go-Getters and Competitors.
On the other hand, teachers who create flexible teaching plans and prepare for student specific adaptations in advance are more reflective about their own practice and use more positive disciplining strategies in class. Think of Nurturers, Advocates and Catalysts.
Ruminations
We wonder if training teacher personas like Go-Getters and Competitors in creating flexible teaching plans, and giving specific directions on doing student led improvisations will build their ability to think in student centric ways. Putting this effort in preparation may have a direct impact on their affinity for reflection and also impact their disciplining strategy.
Inside the Staffroom
Unpacking Beliefs, Behaviours & Possibilities of Indian educators
Deep-Dives
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