Self-Reflection for Teachers

On of my classes is surrounded by the theme of "Inquiry". In other words, questioning, and wondering. Our first assignment "Inquiry I" was a look into our experiences with reading/writing/literacy and how those experiences have shaped the way we define and see reading/writing and literacy. Often times, teachers and teacher education programs alike, do not attend to the fact that, teachers teach the way they were taught, hence, the way they perceieve is the 'right way' to teach. Many times there is a disconnection of thought, where teachers and programs, do not see the connection of personal beliefs and experiences and how they inform how one approaches curriculum and instruction. For example, if a teacher believes effective reading instruction starts or includes, the 'sounding out' of words, as that is the way her grandmother taught her, then she will likely prompt her students to do so. Furthermore, when self-reflection or inquiry of experiences does not happen, a person is less likely to be receptive to new or different viewpoints or instruction. Thus, self-reflection and inquiry into ones own belief systems andexperiences is crucial at how one approaches the classroom.
Inquiry, can be helpful not only to wonder about how beliefs and experiences with reading and writing influence teaching, but how views of race, culture and language inform teacher expectations of their students.
So I ask you, my dear reader, How has your past experiences and beliefs of reading influence, what you thing reading is? What is reading to you?