Beyond your classroom, are there ways that your participation

in the project has affected you? 

Yes- it has been a pleasure to have time to talk about the joys and frustrations of teaching with my wise colleagues, and learn from their experiences.

Absolutely! I have learned effective speaking and listening skills/strategies from both the framework of the project and the participation of my colleagues. Participating in the project has been very enlightening in terms of gaining new perspectives and approaches.  The project encourages me (and even challenges me) to review, re-think and revise my ideas, opinions and assumptions. I’ve become more aware of how to be a fair, balanced listener and speaker in professional and personal interactions.

It made me feel closer to my colleagues, viewing them with even more respect and understanding.

I feel I organized my approach to challenging tasks more than in the past.  I am more contemplative when challenged.

In the sense of expansion, my thinking toward teaching has changed. After many years of teaching I felt I had to accomplish certain things in class—cover a certain amount of materials and try to reach each student. I learned that sometimes other things of value are learned in the course of a semester rather than just what is planned. Also some students may be reached even though it is not apparent.

Knowing that other teachers and people have problems in achieving their objectives has helped me to be more open about discussing my own problems. In the process, it has give me many ideas and suggestions that have helped me solve or overcome these problems.

Yes, I really feel more connected to the teachers who were in our group.  I feel a sense of camaraderie with them all and value the insight they have shared.

I am becoming more aware of the importance of reflective listening techniques. At the same time, I am becoming aware of the value of my contribution to this group and to my colleagues in general.

As teachers focused on particular issues at each session, we explored deeply felt cares andconcerns and offered each other suggestions for coping with our anxieties. I feel that I got to know my colleagues much better through the RTP experience, and my respect and admiration for them has grown.  Now when I see members of my group around campus, it brightens my day.  We always stop and talk and often pick up and continue the discussion on many of the same issues brought up at the RTP meetings.

It was reassuring to learn that while every class has its own special problems, every teacher suffers the same self-doubt and self-questioning process!  I truly did solve my “issue” too—in fact, too well:  I’m proud of that missed Visitation Valley class now!

I have found that I am less defensive about and less protective of what I do as a teacher.  Hearing what problems more experienced teachers have and seeing how they go about solving them or live with the problems until come up with solutions has given me a much better grasp of the lay of the land of classroom teaching.  The spirit of open inquiry, the sense of cooperative learning, open-hearted collegial advice have all contributed to the positive experience I’ve had in this group.

I have a good feeling of connection to the other teachers who participates and their concerns.

As teachers focused on particular issues at each session, we explored deeply felt cares and concerns and offered each other suggestions for coping with our anxieties. I feel that I got toknow my colleagues much better through the RTP experience, and my respect and admiration for them has grown.  Now when I see members of my group around campus, it brightens my day.  We always stop and talk and often pick up and continue the discussion on many of the same issues brought up at the RTP meetings.

This is my 6th Semester at City College of San Francisco and my 2nd year in the Reflective Teaching Project. Through the focus teacher’s statements and the group’s responses to his/her situation I can learn quite a bit about the culture of CCSF. Of course, the group I’m in is a small sample of the large pool of people teaching ESL, but it’s still very helpful. One member of our group, when he was the focus teacher, expressed bitter, angry feelings about working at CCSF. Since that time I feel that he’s changed a great deal. He’s much more positive in his interactions with others. His change from angry frustration to a more positive approach gives me confidence in the reflective process. For me, the RTP has been an uplifting and revitalizing experience!

Yes, definitely.  The process is a way to stand apart from one’s teaching and observe it more objectively. Also all the input from colleagues, the clarification and the interpretation and the concrete suggestions all worked to help me to re-think, re-group, re-organize, re-imagine myself as a teacher. It’s also helped in my relationship with my colleagues. When one realizes that others have similar problems and difficulties, a bond forms.  I feel I am more relaxed, more centered, more at ease with my peers. Also, certain philosophical psychological areas arose during the process, so that this forum helped resolve them. There’s an element of psycho-therapy here that raised myself-confidence and motivation. 

I reflect more about my own teaching and tend to discuss issues more with my colleagues.

“The Civil Rights Project” that was an off shoot of this group was one of the most surprising and exciting things that happened. Each member contributed his or her story which not only brought out the creativity of the group, but gave “civil rights” a personal voice which can be used to effectively teach our students. The process of writing my own story was cathartic and affected me on many different levels. I hope to continue the process both on my own and with the group.

Yes, applying the same reflective process to “issues” in general: becoming a better listener when students attempt to describe a problem (personal academic (?)), I can try to “interpret” the issue and offer “intelligent actions.”

Meeting with long-time ESL instructors who are still excited about teaching and flexible enough to embrace new ideas and approaches has enhanced my appreciation of how open-ended this profession is. The readings and the group discussions have emphasized that the focus in teaching should be on the individuals in the class, and this has made me pay closer attention to assessing students’ interests and progress and planning lessons accordingly.

I’ve found the process to be the most positive. I think it helped us get through the “ issues” in a constructive and progressive manner.  I also felt that the attitude of the group, led by the facilitator, was non-threatening, supportive and conducive to gaining insights into more effective teaching. In addition, I think the articles contributed to setting our minds in motion and to many insights.

I realize now how important it is that we have a structured venue for teachers to sit down together, share some war stories, commiserate with one another, and offer each other some friendly support and possible solutions to difficult situations that regularly arise.  These meetings helped to remind me that there is always another way to look at students’ behavior, and when doing that, I find that I can be a lot more empathetic and compassionate in my classroom manner.

It was extremely helpful to learn how other teachers recognize that they have problems and ask for help dealing with them. We were all more open than we ever are in ordinary teachers’ meetings. Fresh insights/input that each of the group seemed positive in most instances, as well as pertinent to receive. What we could all learn at once, and use—a form of cooperative learning.

A mutually supportive approach and interchange between me and teaching colleagues has grown stronger although more often we exchanged thoughts about appropriate books or schedules.  A lessen in barriers and a supportive atmosphere among respected peers seem at least in the future, more possible now than ever. This is a breakthrough towards trust and slow but sure interpersonal progress.

My attitude toward teaching is that it is not just about my teaching and the students learning. It is about me learning too.  I am teaching an intermediate pronunciation class this semester for the first time. It has given me real insight into how vast the gap is between written and spoken English. I am learning about how my students are confused by the sound/symbol irregularities of English and how they are hearing English.

I also think that as teachers, we are much too isolated.  We interact with our students everyday, but we don’t have any time to meet with our colleagues who are teaching the same level(s) to discuss the techniques/activities that ensure that the students achieve the objectives at that level.

Yes, I have increased respect for teachers’ work and more insight into how teachers training might be improved.

I love the supportive nature of the process (and the snacks too!) I don’t feel defensive when I get feedback and when I offer suggestions, I feel as if I’m making a contribution to the profession.

My attitude is definitely more positive and I might say philosophical. You realize that there are certain things you can change and others that you just have to accept. I feel more connected with my colleagues, really part of a teaching community. It has made me more aware of what I am doing the classroom. In some ways I feel supported in what I do in the class.

Well. Hmmm. I did notice that I was a better listener with my husband this morning. I have worked on listening skills all my life but it’s wonderful to know that there is still room for improvement. That is, although I am a skilled listener, I could get better and that will not make me more vulnerable to “being taken advantage of,” but rather the opposite. This is a new insight.

It’s helped me to be a better listener and more empathetic person. I’ve learned a lot about group dynamics and teamwork.  It’s challenged me to be more present in the moment. There is always more to see in any situation if I would take the time to observe. I’m learning that the questions may be more important than the answer, and am developing a better understanding of people.

Yes.  I feel more a part of a team, more and deeper communication with other faculty, less isolated in my concerns about many varied issues.  The common concerns of teaching are more apparent and I feel more empowered to deal with them.

I appreciate the strengthening of personal bonds with participants. My daily life is happier because of these deeper relationships. I also see that other teachers are indeed committed to their teaching in ways that were not always clear before, so I feel more supported in my own love for this profession. I’m more likely to advocate more actively for education issues facing us in California.

Yes. The Reflective Teaching Process has given me a way to bring issues, concerns, and opinions to light and engage in intelligent and civilized discussions. It’s a good way to vent, be proactive, and produce constructive means of action. The process promotes team building.

Being in dialog with my peers has forced me to question my relationship to professional certitude, i.e. feeing I know what I’m doing. It’s also reminded me of the power of listening, of asking questions to which I don’t already know the answers. I think the power of the project is not so much in addressing the specific problems raised with the group, as it is in calculating an action research and reflective practice approach to teaching.

I have gotten a lot of useful ideas for dealing with teaching issues both when I brought up a problem and when others did. This has been a source of support, and I no longer feel as isolated in my classroom.

Yes, it has affected my interpersonal communication. I’ve noticed that I ask better, more open-ended questions and (when I remember to!) I get more interesting and thoughtful answers as a result.  I think a lot about the idea of asking a question without having any preconceived ideas about what the answer will be.

It was valuable to meet with colleagues from other campuses and learn that we share many of the same concerns. I am more aware of the variety of teaching environments, the diversity of the population we serve and the resourcefulness and professionalism of colleagues in my department. We have great human resources at City College.  Our respectful interaction was an important reminder that “We are each other’s harvest.” (Gwen Brooks’s?)

In these sessions, we were able to set aside the time and quiet space to listen attentively, withhold judgment and suggestions. It showed me how much the quality of both personal and professional relationships can be improved by the simple act of listening with an open mind.

I feel the first time in 15 or more years, value has been placed on my opinion.  I appreciate the feedback from colleagues and recognize my growth.

Yes, I feel it has broadened the way I assess my own work.

But it’s really good to have the chance to reflect with other teachers in a safe, supportive atmosphere, and this group definitely provided that opportunity.  As Bophany pointed out at the final meeting, at a time when the state and nation are focusing on student outcome, we’re focusing on the learning, which includes the process, not just test scores.  I felt that we were really in a group of friends as well as colleagues—people who were interested in learning, not in showing off or making their points.  That differentiates this group from a workshop at a local, state, or national ESL conference, when the focus is showing what we know.  I guess, too, that this Reflective Teaching workshop illustrates the idea of listening as it’s practiced in counseling and mediation.  It’s set up so that there is a period of listening and not interjecting.  I tend to interject a lot, so it was good for me to practice restraint. 

The basic tenets of the Reflective Teaching Project have application in many spheres outside the classroom. The ideas that the answers to our problems/frustration lie within us has a very broad application.  The value of effective listening cannot be stressed enough.  And, the most powerful for me is the understanding that there multiple perspectives from which to view any situation. Each perspective has its own truth.

I feel more connected to my colleagues, knowing that we all face similar challenges in our classrooms.  Having the opportunity to discuss common issues also highlights the fact that there are more than a couple of ways to peel an orange. The variety of proposed solutions to particular problems is quite impressive when 5-6 people put their heads together. It’s also a bit of an ego boost when I’m able to contribute something that’s appreciated by the other members of the group. This process encourages professional schmoozing, making it clearer than ever that the answer to one’s problems might rest with the colleague sitting next to you in the lunchroom.  Certain concerns were raised that, in all honesty, I hadn’t given much thought to before. In discussing these concerns, I realized that there are areas in my teaching that need more attention, such as being more conscious of going off on tangents, building in more accountability for oral/aural progress, and ways to streamline the process of conducting in-class projects.  As we are listening to the teacher presenting his/her topic for discussion, I find that I start off my brainstorming by reflecting on how I deal with such an issue in my classes, my methods of classroom management, my approaches to teaching pedagogy. Having these monthly meetings helps me to truly be more reflective of my teaching, as well as to get some juicy suggestions for improving it.

I’ve realized that no man is an island.  When I’m in the classroom I had often felt that I was all alone and isolated from my fellow teachers. I now realize that sharing our problems with fellow teachers is extremely rewarding. I feel supported and nurtured by the fellowship with renewed enthusiasm for teaching.

Admitting to myself that I see something as a problem (even if everyone else

shares that problem) makes me aware of how I’m dealing (or not) with it.  “Self Observation” improves my teaching. I try a little harder.  It’s reassuring that we all share a lot of the same problems.  It’s also flattering when colleagues are impressed with something I do as a matter of course such as my information-student record sheets and report cards.

The RTP has been both been insightful for me. The most obvious is that I have the opportunity to connect with other professionals and listen to their perspectives. Our group reflects the issues and problems that crop up in specific class environments, yet that tends to be universal.  Another benefit is the chance to hear both the challenges and resolutions that other teachers use in their classes. Ultimately, the variety of experienced voices in the group is beneficial.

Reflection is insightful by nature, but I have found layers of insightfulness in our group. When preparing my presentation for the group, I found that the preparation allowed me to relive the experience. It made me think of other outcomes that may have occurred. The presentation model allows each listen in the group to relate his or her own experiences to the presenter.  Options are discussed and questions follow, adding yet another layer of insight.  The most insightful component of this forum, in my opinion, is the discussion that follows a presentation. Teachers offer suggestions, and sometimes a suggestion can clarify a situation, shedding a whole new light on the presenter’s question. This happened to me when I presented a case about discipline problems in classroom with two young men. We all agreed on what I could have done or how I could handle a future situation, but one teacher said that in her opinion, the young men’s primary motive for coming to class was social, not educational. As soon as she uttered this sentence, I recognized that she was, indeed, right.