Learning is not compulsory, but neither is survival.

      -- W. Edwards Deming

Reflection is a powerful teaching and learning strategy that is too often overlooked. The key to reflection is the skill of asking self-evaluative questions. It is the most effective, yet neglected, strategy both in learning and in dealing with people. Using this skill also reinforces the other two practices of positivity and choice.

Reflection And Learning

Reflection is necessary for long-term memory reinforcement. Its absence in the learning process can be likened to chewing-but not swallowing. The food is tasted, but unless it is digested, there is no nutritional value. Before elementary students leave a subject or middle and high school students leave a classroom, teachers should lead students to reflect upon the lesson. "John Dewey phrased this concept in a formula: "Experience + Reflection = Growth."

In order to create meaning from a new informational experience, we need "internalizing time." The human brain is a meaning-seeking organism. Much of what we are exposed to in learning happens so fast that we need time to process it. The brain continues to process information before and long after we are aware of it. This is the reason why many of our ideas seem to "pop out of the blue." For this reason, a teacher can either call for learners' attention to new information or have them make meaning-but not both at the same time. This "down time" (which is not really down), is a significant step for enhancing long-term memory.

Cramming more content per minute or moving from one piece of learning to the next without reflection virtually guarantees that little will be retained. Planning time for reflection also encourages students to let the teacher know when they did not understand or did not get a point the teacher made.

A quick-check technique is for the teacher to stop every so often and say, "In case you did not understand something, you and your partner write it down and turn it into me, and I'll read it over." Often, students will ask a question about something that the teacher thought was made clear but for some students was unclear.

A good way to promote reflection at the end of a class period is for students to keep a daily learning log. Students jot down at least one thought they had as a result of the lesson and explain the significance of the thought. Helpful prompt questions are, "What did I learn today?" "What do I need to work on tomorrow?" "In what did I do well?" and "What could I have done differently?" The questions asked are often more valuable than the answers.

A "keeper journal" is another reflective approach and has the advantage of feeling more personal. Students write down one comment, thought, or learning that they would like to keep (remember). If such a journal were started at the beginning of a typical American school year (although the activity can be started any time), each student would accumulate 170-200 specific remembrances from a teacher. What a wonderful way to extend a teacher's influence.

(Continued next month)

Past Gazette Articles by Dr. Marshall:

• Ronald Reagan and the Art of Influence (June 2009)
• Discipline Is a Liberating Word (May 2009)
• Eliciting vs. Punishments (Apr. 2009)
• Habit vs. Awareness for the 3 Practices and for the Hierarchy of Social Development (Mar. 2009)
• How to Be Consistent (Feb. 2009)
• Teaching is an Art, Not a Science (Jan. 2009)
• Tapping Into Internal Motivation (Dec. 2008)
• People Do Better When They Feel Good (Nov. 2008)
• The Brain and Sleep (Oct. 2008)
• Using a Butterfly Analogy to Explain the Hierarchy of Social Development (Sept. 2008)
• 5 Classroom Tips (Aug. 2008)
• Discipline Without Stress, Inc. (July 2008)
• Visualization (June 2008)
• Promoting Responsibility - Or How Not To (May 2008)
• Immaculate Perception (April 2008)
• A System Is Superior To Talent (Mar. 2008)
• To promote responsibility, Elicit Rather Than Impose (Feb. 2008)
• Understanding Boys (Jan. 2008)
• Descartes' Error: I think; therefore, I am (July 2003)
• Metacognition -- Thinking about Thinking Is Essential for Learning (June 2003)
• Listening Lessons -- How to Help Kids Learn and Comprehend (May 2003)
• Approaches of Outstanding Teachers (Apr 2003)
• Using a Discipline Approach to Promote Learning (Mar 2003)
• Curriculum, Instruction, Classroom Management, and Discipline (Feb 2003)
• Learning and Relationships, The two are inseparable (Jan 2003)
• Accountability in Schools (Dec 2002)
• Suggestions For Motivation (Nov 2002)
• Given Names - When NOT to Use Them and when TO Use Them (Oct 2002)
• The Power Of Hierarchies (Sept 2002)
• Use the Language You Want Learned (Aug 2002)
• Observations From Last Year (July 2002)
• How The Horse Whisperer Trains a Wild Mustang in 30 Minutes (June 2002)
• Using Breath Management for Better Listening and Voice Preservation (May 2002)
• Reducing Stress By Promoting Responsibility--Rather than by Attempting to Manipulate Behavior (Apr 2002)
• Rules Vs. Expectations (Mar 2002)
• How to Achieve 100 Per Cent Student Participation (Feb 2002)
• Positivity, Choice, and Reflection Exercise for Students (Jan 2002)
• Learning Climate (Dec 2001)
• Reflection and Self-Evaluation (pt 3) (Nov 2001)
• Reflection and Self-Evaluation (pt 2) (Sep 2001)
• Reflection and Self-Evaluation (pt 1) (May 2001)
• The Empowerment Of Choice (pt 2) (Apr 2001)
• The Empowerment Of Choice (pt 1) (Mar 2001)
• Power Of Positivity (pt 2) (Feb 2001)
• Power Of Positivity (Jan 2001)
• Home Assignments (Dec 2000)
• Collaboration is the Key (Nov 2000)
• Classroom Meetings (Aug 2000)