Monclova Primary

Weekly Bulletin

Events for Week of May 21 - May 27

Monday, May 21

LEAP/Acceleration Parent Meeting - 5:30 pm - Media Center

Tuesday, May 22

YMCA Fundraiser - Donate $5 and wear fitness clothes

Kindergarten Field Trip - Monclova Community Center - 9:15 am / 1:15 pm

Lunch with the principal - 11:00 am - 1:00 pm

Kindergarten Patriotic Program - 7:00 pm

Wednesday, May 23

2nd Grade Field Trip - Zoo - 9:30 am - 2:00 pm

4th Grade Field Trip - Ft. Meigs - 9:30 am - 2:00 pm

Thursday, May 24

Scoops for Schools - 4:00 - 5:30 pm - see sign up

Friday, May 25

Monclova's Got Talent - 9:30 am / 2:00 pm


Thank you:

Cathy Steinke and members of the R2R Committee for a great week filled with fun activities and incentives for students and teachers!

staff for taking part in all the R2R week activities. Our hallways and doors look great because of your extra effort!


Still spots available to help at our Scoops for Schools event on Thursday! Please make sure you are continuing to advertise the event with your class's families.

The first annual Monclova's Got Talent!, 4th grade talent show, will be on Friday. Due to the number of students that have talent and wanted to participate, we will have two shows. The shows will be different, one will be at 9:30 am and the next at 2:00 pm. Attend just one or both shows, whichever best fits your schedule. The participating 4th graders have worked extremely hard preparing their acts. Please reinforce being respectful to your students as they are in the audience.

The link to sign up for the CREATE! conference is now available. I highly recommend attending this conference. It's free to AW employees and is hosted at the AW high school. There are many great presentations available and worth your time. You will definitely walk away with some new ideas to implement immediately.

Don't forget to turn in your extra 3 hours of parent conferences log!

YMCA Fundraiser Day - May 22 - Fitness Clothes

Scoops for Schools - May 24 - 4:00 to 5:30 pm

Last Day Blast and LAST DAY FOR STUDENTS! - May 31

Words of Wisdom and Action..............................

As I discussed at the staff meeting yesterday, reflection is one of the most important practices to improve out work. However, it is something we always put off, I am guilty of that, too!

The Importance of Teacher Reflection

Growing in the Teaching Profession Through Reflection by Melissa Kelly

Updated March 31, 2018

While there is agreement among education researchers that reflective teachers are effective teachers, there very little evidence in recent research to recommend just how much reflection teachers need to do. There is also very little evidence in past research that outlines just how a teacher should reflect on his or her practice. Yet there is undisputed evidence that suggests that teaching without reflection can lead to bad practice, imitation in instruction Lortie (1975).

So how important is the use of reflection to a teacher's practice?

The research suggests that the amount of reflection or how that reflection is recorded is not nearly as important as when the teacher has had the opportunity to reflect on his or her teaching. Teachers who wait to reflect may not be as accurate in their reflections about what happens during the "swampy lowlands of practice." In other words, if a teacher's reflection is distanced by time, that reflection may revise the past to fit a present belief.

In an article titled "Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations" (2003), the researcher Lynn Fendler makes the case that teachers are already reflective by nature as they continuously make adjustments in instruction.

"...the laborious attempts to facilitate reflective practices for teachers fly in the face of the truism expressed in the epigraph of this article, namely, that there is no such thing as an unreflective teacher."

Teachers spend so much time preparing for and delivering lessons, that it is easy to see why they often do not spend their valuable time to record their reflections on lessons in journals unless required. Instead, most teachers reflect-in-action, a term suggested by researcher Donald Schon (1987). This kind of reflection-in-action is the kind of reflection that occurs in the classroom in order to produce a necessary change at that moment.

This form of reflection-in-action is slightly different than reflection-on-action. In reflection-on-action, the teacher considers past actions relative soon after instruction in order to be ready for an adjustment in a similar situation.

So, while reflection cannot be packaged as prescribed practice, there is a general understanding that teacher reflection-in-action or on-action results in effective teaching.

Methods of Teacher Reflection

Despite the lack of concrete evidence supporting reflection as an effective practice and the lack of available time, a teacher's reflection is required by many school districts as part of the teacher evaluation program.

There are many different ways that teachers can include reflection as part of their own path towards professional development and to satisfy evaluation programs.

A daily reflection is when teachers take a few moments at the end of the day to debrief on the day's events. Typically, this should not take more than a few moments. When reflection is done over a period of time, the information can be illuminating. Some teachers keep a daily journal while others simply jot down notes about issues that they had in class. Consider asking, "What worked in this lesson?

How do I know it worked?"

At the end of a teaching unit, once assessments have all been graded, a teacher may want to take some time to reflect on the unit as a whole. Answering questions can help guide teachers as they decide what they want to keep and what they want to change the next time they teach the same unit.

For example,

  • "Overall which lessons worked and which didn't?"
  • "With which skills did students struggle the most? Why?"
  • "Which learning objectives seemed the easiest for students? What made those work better?"
  • "Were the end results of the unit what I had expected and hoped for? Why or why not?"

At the end of a semester or school year, a teacher may look back over the students' grades in order to try and make an overall judgment about the practices and strategies that are positive as well as areas that need improvement.

What To Do With Reflections

Reflecting on what went right and wrong with lessons and classroom situations is one thing. However, figuring out what to do with that information is quite another. Time spent in reflection can help ensure that this information can be used to produce real change for growth to occur.

There are several ways teachers can use the information they learned about themselves through reflection:

  • Teachers can reflect on their successes and find reasons to celebrate. They may use their reflections to recommend the actions that lead to success for students in next year's lessons.
  • Teachers can individually or collectively reflect on areas that need improvement and look for areas where lessons did not have the desired academic impact.
  • Teachers can reflect on any housekeeping issues that arose or areas where classroom management needed some work.

Reflection is an ongoing process and someday, the evidence may provide more specific guidelines for teachers. Reflection as a practice in education is evolving, and so are teachers.