Thrive in Action Blog Series: Class Community, GPS 10 - Inward Reflection

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The Thrive In Action blog series highlights practical applications for Great Pedagogy Strategies (GPS) within the EdConnective Thrive Framework, summarized here. The EdConnective Thrive Framework is unique in that it can be applied to teaching actions seamlessly whether learning is in-person or remote. This week we get more familiar with:

Class Community, GPS 10 - Inward Reflection: Teacher is consistently engaged in “inside out” work, including self-reflection around bias, identity, power, privilege, internalized oppression, and microaggressions through reading, reflection, and discussion with colleagues.

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Turning concepts into practices takes focus, feedback, and reflection. Culturally responsive teachers understand their own cultural reference points to be effective. They practice self-management to maintain their emotional intelligence and grow their cultural I.Q. Culturally responsive teachers learn to expand their interpretations of student behavior to include different cultural displays of learning and social interaction. Through this “Thrive in Action Series,” the focus is inward reflection. Based on our framework, inward reflection can be defined as “Teacher is consistently engaged in “inside out” work, including self-reflection around bias, identity, power, privilege, internalized oppression, systems of oppressions, microaggressions, etc. through reading, reflection, and discussion with colleagues.” If either of the strategies below resonate with you, then try it this week and learn more about yourself. 

Traditional and remote classroom

Whether you are teaching in a traditional, remote, or hybrid classroom, inward reflection is key to your growth as a teacher and your students’ success in your classroom. One quick strategy that you can use to start reflecting is weekly journaling. After starting with this list of possible readings or choose your own reading, keep a weekly journal with your reading reflection, and date each entry.  Reflect on the “glows” (the triumphs) and “grows” (the challenges) from teaching that week from the perspective of the reading. Ponder the following questions: How does this reading inform my understanding of myself? How does this reading impact my students’ success in the classroom?  


In addition to weekly journaling, exploring your culture is another strategy that promotes inward reflection. This particular strategy stems from Zaretta Hammond’s Culturally Responsive Teaching & The Brain. Please allow for at least 15-30 minutes of journaling to digest the questions and content. To explore your culture, observe this culture tree below from Hammond’s pg. 24.

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Look at the surface culture, the shallow culture, and then the deep culture. Reflect and journal on the following questions:  What am I noticing? Through whose eyes do I teach? How does my own culture shape my expectations in the classroom? How does my own culture shape my teaching style? What are some assumptions I make that are made through my cultural lens that may conflict with my students’ cultural lens? What can I change right now? What aspects do I need more reflection?

The two strategies above are ways to ignite the inward reflection journey. Reflecting in its essence is an ongoing marathon, not a sprint. As educators, we are continuously adjusting and readjusting as we look inwardly and learn more about ourselves. Here are some additional resources to consider to encourage inward reflection: 

Sound off: How do you ensure that you are inwardly reflecting on your glows and grows for the day/week?

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Download a summary of the EdConnective Thrive Framework here. EdConnective provides 1:1, personalized non-evaluative coaching to teachers, instructional coaches, and administrators, as well as small group coaching and large group training.

Natasha WardComment