ERA Reflection Cycles Framework EDU540

ERA Reflection Cycles Framework

Stage 1: Experience

As a teacher of English as a second language, the hardest part was teaching students the writing process. The writing process is integral to a curriculum from grade 4 to year 12. It is a strategy that aims to encourageaspiring writers to become independent at every stage of the process. It usually has five steps. Students practice using a variety of prewriting, drafting, revising, editing, and publishing strategies. According to Tompkins, "The writing process is a way of looking at writing instruction in which the emphasis is shifted from students' finished products to what students do as they write".

While teaching grade 5 ESL students at a private school overseas, I realized that the majority of my students were unwilling and unenthusiastic when asked about the writing process. As this writing process can take up to two weeks to complete, students claimed that the material was repetitive, useless, and boring.

Additionally, the Head of Curriculum, the Head of English, and other English teachers were involved in the process. The school I was working at wanted everybody to follow the same template, including the same resources. Therefore, students used the same worksheets from 4 12, and teachers had no ability to differentiate or think outside the box. The Head of Curriculum and Head of English believed that this was exemplary practice and that everyone should follow it. Teachers and students had no input into the decision being madeand administrationwasnt willing to change their way to adapt to 21st-century skills.

As a teacher, I too had to use the materials that were on file and only photocopy what I had on the drive. The students completed the writing process, and the results were beyond average. During the prewriting and drafting phases, I noticed my students were engaged, but when they were rewriting the same story for revising, editing, and publishing there was no difference.They would rewrite thedraftingpage every time, defending the writing process.

Other teachers also realised the same scenario in all grades but allowed it to slide as we had a curriculum to teach. They didnt want to discuss the issues with the Headof Curriculum orthe Head of English.

Stage 2: Reflection

At that moment, I toodid nothing about it. I also watched my students give up and just hand in mediocre work. For the whole two weeks, my students were disengaged in the writing process. This is the main reason why I think the writing process failed.

Reflecting on the whole experience, there were many options I could have taken. As I usually incorporate technology into my lessons, I could have made it more engaging by allowing students to utilize technology for the writing process. I could have used online platforms forprewriting, drafting, revising, editing, or publishingrather than the same worksheet they saw last year and will continue to see. Cohort-based learning can be used to complete the writing process, so students can better understand what they are being taught and retain what they have learned.

This situation will continue to be a significant learning experience for me. I havelearnt to speak up when I face issues rather than following others. Honestly, the administration wasnt aware of the issues as they weren't in the classroom. In addition, teachers never spoke up or reflected on the lesson once it was completed. As teachers, we simply have so many other tasks to complete (teach the curriculum, teach students various skills, grade work, write report cards, complete administration work) and before this unit reflecting wasnt one of my everyday tasks.

Stage 3: Action

The reflection I conducted led me to learn that I would like to change the template on file and incorporate digital learning tools into the writing process.

In my digital intervention plan,I have chosen process writing as an area where I would like to conduct an intervention plan. I have spoken to the Head of English at the previous school about this and she is willing to be on board. As we move toward digital learning, this intervention plan will not only be used by me but also by other teachers.

Most of the research shows that there are 5 different phases to writing; only a few have proposed a 6 step process that includes evaluation before publishing. I will incorporate self-reflection as a process with editing and add another process called peer-reflection to be added just before publishing.
My writing process will look something like this:

This is still a trial-and-error process, but I have added the use of many different technology tools at every level. In the future, I will ask for feedback from teachers and students about the writing process. I will look at ways to stay up to date with technology and resources available online to make this a smooth process. As a result, I would always reflect and take action at every step of the learning process. One day, I hope to make my intervention plan a selling course for teachers worldwide.