Fehring (2005) believes that professionally informed teachers who are articulate, knowledgeable and reflective practitioners are the change agents of the future. An outcome of this action research was ‘change’ which resulted in me (the practitioner) engaging in reflective practice or going back over what I was doing, and doing it again in the light of new insights. I do not always feel articulate or knowledgeable and often feel the more knowledge I accumulate the more I find I don't know.
I am continually refining my practice, up skilling by attending PD or reading and applying new strategies for better understanding of literacy practice and always trying to raise literacy access ar opprtunities for my students that I am working with.
Over the last two terms I have gone back to reread Clays books ( 2001, 2002 ) and dip into Effective Literacy practice Yrs 1-4 to look again at working with emergent readers -writers.
Although each intervention is unique to the student, school and teacher involved it also serves to strengthen other concurrent interventions I am involved in. I also find sharing this knowledge with other practitioners and classroom teachers rewarding. I am building good relationships with the teachers I work with, which helps during interventions.
Of course the reverse happens as well were I am able to observe or engage in converstations with teachers who share knowlege or experiences which I can then use.
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