Teacher reflection: a perspective from the trenches

Theory Into Practice, Summer, 2003 by Kathleen M. Sharp

This article describes an English teacher's practice of reflection in a suburban, predominantly White, middle-class high school and the implications of the changing demographics in a suburban setting. This teacher's praxis is based on the assumption that (a) culture influences how students learn, and (b) culturally and linguistically diverse students will experience greater academic success when teachers choose to consciously and consistently adapt their instructional methods in an effort to create a learning environment that is responsive to these students" learning styles. Given the changing demographics in all schools, teachers in predominantly White, middle-class, suburban high school contexts will need to become more cognizant that culture influences how students learn. Instructional delivery, therefore, can neither be haphazard or monolithic. Moreover, thoughtful consideration must be given to the various ways instruction is presented to culturally and linguistically diverse learners to generate academic success.

**********

IN THIS ARTICLE, I DISCUSS my own practice of reflection and how I facilitate reflection among my students in a suburban high school. As an African American English teacher in this predominantly White teaching setting, I discuss not only my own reflection experiences but also how my students are encouraged to reflect about situations in the school and their experiences outside of school. Looking up from the trenches during my 28 years of teaching has prompted me to consistently reflect on my practices and teaching techniques because teaching has always been a passion of mine. Jensen (1998) suggests that good teaching and learning engages feelings. Thus, for the past 28 years, I have reflected on the personalization and differences that my experiences as an African American teacher entails. In other words, I am continually thinking about my role as an African American teacher among my students and the differences that may exist because my students are mostly White. Through these processes of personal reflection, I am open to new information and ways of thinking about racial and cultural variables in the learning environment.

Thinking deeply about my work has increased my effectiveness and allowed me to assist my students in learning. My constant reflection facilitates my thinking as I consider instructional materials, activities, and the lessons I prepare and assign. Moreover, grounded in my own reflection are my students' experiences as cultural and racial beings and how these experiences influence what we do in our classroom.

The Demographics in a Suburban Setting

I teach English at a suburban high school in central Ohio. The community is predominantly White and affluent. Many of the parents are college educated and in the middle to upper income range. More than 92% of the students who graduate attend college. The school has been featured in many local magazines and ranked as a top suburban high school. During the 1998-99 school year, the school achieved national recognition as a Blue Ribbon School.

The total student population during 2002-03 was 1,686. The ethnic composition of the student body was as follows: 7.9% Asians, 4.3% African Americans, .89% Hispanics, less than 0.1% Native Americans and multiracial students, and 87.2% Whites. Throughout the school district, fewer than 2% of the teachers are African American, Hispanic, and Asian because, according to school district personnel, the availability of potential eligible candidates of color is limited.

While this suburban high school has enjoyed accolades for its outstanding performance, White and Asian students, who represent 95.1% of the student body, tend to experience academic success at greater rates than African American, Hispanic, Native American, and multiracial students. I agree with Bennett (1995) that teachers must be able to create equitable learning environments for diverse student populations, work effectively with language minority learners, and develop skills in self-reflection. Similarly, Smith-Davis (2000) asserts that an expressed goal of American education is that all teachers must be competent in providing effective instruction to students from diverse racial, ethnic, cultural, and linguistic populations. As in other communities, the demographics of my school are changing each year as more students of color move into the district. In view of the changing demographics of this predominantly White suburban school, I had to develop responsive and new competencies to be effective and to enhance student success among all learners.

Reflective Thinking and the Instructional Environment

According to Lester (1998), teachers who think reflectively about their own teaching are better equipped to be lifelong learners; they are also in a more favorable position to initiate changes in their existing practice through personal awareness of their classroom and its culture. Understanding diversity is critical for teachers because what they say, perceive, believe, and teach can either disable or empower students (Nel, 1992). Teacher reflection and sensitivity to diverse learning styles will assist in creating equitable learning environments for all students and help them develop their own self-reflection skills.