¿Cómo pueden los maestros mentores fomentar la práctica reflexiva en sus aprendices?

Encouraging reflective practice in mentees is a vital part of a teacher mentor's role, fostering continuous professional development and deeper learning. It is crucial for their professional growth. Here are strategies that teacher mentors can use to promote reflective practice among their mentees: • Model Reflective Practice • Establish a Trusting Relationship • Facilitate Guided Reflection Sessions • Encourage a Variety of Reflective Practices • Integrate Reflection into Professional Development Plans • Use Technology to Support Reflection • Provide Constructive Feedback • Encourage Professional Reading and Research • Foster a Community of Practice • Reflect on the Mentoring Process

La reflexión presente en la formación del adulto no es una abstración conceptual, al menos en primer inicio. Todas las reflexiones remiten a experiencias pasadas, pues el adulto aprende de acuerdo a su bagaje de vivencias. Puede ser que en la conceptualizacion interna de su vivencia, haya considerado elementos espúreos, tenidos por su emocionalidad, creencias limitantes y miradas ajenas. De manera que la reflexión que lidera el mentor siempre deberá invitar a la duda de su afirmación y en ocasiones, cuando declara convicción sobre hechos o creencias, el preguntar "para qué" afirma lo que dice o hace lo que hace, puede resultar revelador para ambas partes.

Refection is harder than one might imagine. People are forced to take a deep dive into their performance and skill set. It is a critical part of the learning process. I ask my clients to recognize "why" something is right and "how" did they get there. I also ask them to share, what will they do differently next time. When you can reflect on what went well and what can be changed, a new, stronger and more invented you will emerge.

We are teachers and we can make mistakes… and it’s ok! This is what we should consider reflecting on our practice. It’s important to support our mentees by showing a good practice but also how we can work on our mistakes. Even if you made a subject mistake, accept it! Accept it by saying this to your students and they will see a person in you. Of course when you coming back home think about your day and about your students: “Have I changed anything today?” and “What can I do for better tomorrow?”.

Reflective practice holds significant value for teachers as it aids them in navigating the intricate and unpredictable nature of their profession, characterized by rapid decision-making, engaging with diverse student groups, and adapting to evolving educational environments. Through reflective practice, educators can evaluate their experiences, identifying both effective strategies and areas for improvement. This process encourages continuous learning, skill enhancement, and innovative problem-solving. Moreover, reflective practice promotes a culture of creativity, experimentation, and cooperative learning, enabling teachers to exchange novel ideas and methodologies with peers and mentors.

Resulta importante para el mentor el uso de preguntas reflexivas pues dan a conocer dimensiones más profundas y -a veces- ocultas del menteé, tanto para el mentor como para sí mismo. Una serie de preguntas reflexivas dará como respuesta un perfil de los aspectos inconscientes del menteé, permitiendo al mentor ajustar su proceso de facilitación para evitar resistencias en el transito hacia la mejora de su menteé.

Reflective practice requires the time and mental space to zoom out from the present situation and think about it more objectively. It's important to build reflective practice into project cycles and coaching sessions so that the client can offer self-feedback in a safe space. Clients need to view self-assessment and reflection as opportunities for growth rather than signs of failure or self-punishment. One of the coach's main roles is fostering a growth mindset with the awareness that reflecting on prior performance is creating more opportunities for future success. Acknowledging and praising what went well is also important so that the conversation doesn't dwell only on the negative.

Generar un clima propicio para la reflexión, depende del mentor. Aun en espacios hostiles, pueden alcanzarse estas instancias, aunque llevará algun tiempo adicional, puesto que es precisamente en los espacios que NO son emocionalmente seguros donde los menteés necesitan mayor introspección, confianza, cercanía e invitación detenerse de la vorágine y pensar en su interioridad.

It’s absolutely critical for me to help my clients to overcome barriers to self reflection in order for them to see success in their lives. We can start with helping them to understand that they cannot control anything if they haven’t mastered the art of self control.

I have found that promoting and supporting self-reflection needs to be manageable, espcially for new teachers since they often already feel overwhelmed. Gifting new teachers with an aesthetically appealing journal and then encouraging them to jot down one glow and one grow from their week serves as an excellent springboard for coaching sessions. When working with more than one new teacher, using online tools to create a space for collective conversations is powerful as well. Hearing their peers share new ideas and openly discuss areas of challenge help new teachers feel less isolated, less intimidated, and more empowered to drive their own professional development.