Reflective Writing for Students and Teachers

Channel Your Thoughts

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The educational reformer and philosopher John Dewey once said, “We do not learn from experience… we learn from reflecting on experience.” If, like me, you agree with him, you may find this post on reflective writing meaningful.

It is important to note that writing reflectively does not have to involve only one area of your life. You should be open to write about anything you want, knowing it is going to be for you and your benefit only. It does not really matter what you write about. The key is reflection to enhance mindfulness.

What Is Reflective Writing?

Reflective writing focusses on your feelings, thoughts, reactions, and questions about your life in general, your teaching and/or learning, an event, or anything else you want. There is no right or wrong topic. You simply write to explore something further and deeper in order to gain new insights and understanding. According to Williams, Woolliams, and Spiro (2012), your reflection should stem from curiosity, introspection, and the desire to approach something to which there is no obvious answer. The authors also underline the importance of remaining honest and open-minded through the whole process.

 In writing reflectively, you deliberately think about an event, a learning experience, a text you have read, or even a set of skills you are acquiring for a new hobby. You explore the matter and answer critical thinking questions.

Benefits of Reflective Writing

Reflective writing has many advantages. Whether you decide to try it for yourself, promote it in your classroom, or both, here are some benefits that come with it:

  • It helps you to internalize content. For instance, it may help you remember and understand a concept you are trying to learn; in fact, you are forced to think critically about it and break it down. It could also help you process an event in your life by encouraging you to unravel it and look at it from a different perspective.
  • It encourages you to deepen your understanding. You analyze, reflect and even hypothesize. You could, for example, come up with an original solution to a problem that has been plaguing you. The trick is to remain open and write about everything that your thinking evokes.
  • It prompts you to formulate new questions. It does not matter whether you are writing about a personal problem, a professional strategy, or something you are learning. What matters is that you ask reflective questions. Moon (2005, as cited in Williams, et al., 2012) gives the following simple but effective example: Instead of focussing on what we want to make for dinner, it would be more productive to focus on who we are inviting, what the needs of our guests are, and how we can meet those needs.

Overall, reflective writing helps us to grow in our learning and in mindfulness.

My Advice

When I share my passion about reflective writing with students and friends, most of them ask one question: “Where do you find the time to write?” I understand we all live very busy lives. My invitation, however, is to make time to be mindful. Make it a habit and set aside some time for your writing. It should not be perceived as a chore, but as a moment you take for yourself. You can decide what works for you and how often you are going to write and for how long. Some of my reflections evolve into blog posts. Others are just for me. The time I devote to reflective writing changes according to my circumstances, but I always find a way to fit it into my schedule (even if it is sometimes only ten minutes per week). Stopping to reflect, to write, to ask, and to analyze is a healthy way of engaging with life, teaching, learning, and much more.

I would love to hear your thoughts about this topic. If you are a reflective writer and can add more to the conversation, I would be delighted to read your comments.

References

Williams, K. Woolliams, M. Spiro, J. (2012). Reflective writing. Basingstoke: Palgrave MacMillan.

Other Sources

https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/Short-Guide-Reflective-Writing.pdf

https://student.unsw.edu.au/reflective-writing

POST COMMENT 6

6 thoughts on “Reflective Writing for Students and Teachers”

  1. This is a great reminder of the power of reflective writing. I have been focussing on writing development with my students and have been neglecting my own writing. Your post has given me an added push. Thank you!

  2. This is such a thoughtful blog. I used to write for myself when I had started teaching ages ago but over time, it disappeared. Over the last couple of months, I returned back to my writing with a gratitude journal. Your post has motivated me to keep going. Thank you!

    1. Thanks for sharing Priyanka!
      Do you set parameters for your journal, or do you just write?
      For instance, a friend of mine keeps a gratitude journal; she sets some guidelines: she writes every night and it has to be at least one paragraph of 6-10 sentences.
      I am more free with my style. I am interested in knowing about others and how they approach reflective writing (including gratitude journals).
      Thank you 🙂

  3. Daniela,
    Thanks for this thought provoking topic. I have kept a journal outlining my thoughts, feelings and activities for several decades however, this year is the first that I have written daily. My personal journal is a mishmash of recorded daily events, expressions of gratitude, spiritual thoughts, and a few other things. I can state that it has been a powerful blessing in my life.
    As an ESL instructor I have used a reflective journal to a much lesser degree. Although, it wasn’t a regular occurrence, the ruminations in my work journal helped me to see what I did well, what I could improve upon, and how I could better meet the needs of my students.
    In conclusion, I am an immense believer in the many benefits of reflective writing.

    1. Hello Susan,
      Thank you for sharing your thoughts and strategies. I also believe a work journal helps us improve, but also build confidence as we reflect upon what we did well.
      I find it is also important to record circumstances surrounding the event. For instance, activities that worked well with one class, did not work well with others because the circumstances were fairly different. This could be true of how we approach life as well. A subtle change in your mood or well-being, for example, might affect how you perform in life, or simply affect the way you read an event.

      I truly believe there is a lot to discuss!
      Daniela

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