Personal beliefs log
1.1.5.1
Making your log
1.1.5.2 First log
entry step 1: recording your beliefs
1.1.5.3 First log
entry step 2: recording the origin of your beliefs
1.1.5.4 First log
entry step 3: critiquing your beliefs
1.1.5.5 First log
entry step 4: describing your beliefs in action
1.1.5.6 Building
up your log and revisiting earlier entries
1.1.5.1
Making your log
As a record of what you reveal about your beliefs on teaching and learning,
and to trace if, and how, your beliefs change over time and with experience,
I recommend that you start to keep a 'beliefs log'. You can make your
first few entries as you work through the activities in this module, and
keep adding to it if you complete some more DELPHI modules. You can also
add as you attend professional development courses, read books and journals
about teaching, and most of all, as you reflect on what you do as a teacher.
Use any suitable notebook, or open a word processor file on your computer for this.
As you make your entries, I recommend dating them, as you would for a journal.
There are four basic steps to recording and reflecting on your beliefs, explained on the next few pages. You may therefore like to divide each page of your log into four columns headed 'Belief', 'Origin', 'Critique', 'Teaching'. Alternatively, just write four paragraphs.
Leave plenty of space after each entry, as you will be asked to revisit these on a regular basis and add further notes and observations.
1.1.5.2
First log entry step 1: recording your beliefs
For your first entry, think about what came out of your classroom project
and 'winding road' activities. Write down your beliefs as revealed by
these exercises. For example:
I believe that teachers should interact with students individually, and foster an informal, relaxed atmosphere in the classroom.
1.1.5.3
First log entry step 2: recording the origin of your beliefs
Next, describe where this belief originated, for example:
I think I first got this idea from Mr P, my GCSE French teacher, who was a real contrast to our previous teacher. Mr P used to give us activities to do, and then walk about the class, chatting with us in ones or twos, making the occasional joke, and always encouraging us. That made me feel relaxed and not so afraid of making mistakes. I got the feeling it was more important to have a go than to spend ages working out the 'perfect' answer.
1.1.5.4
First log entry step 3: critiquing your beliefs
The third step is to explain why you think this belief is one you want
to hold on to (or, perhaps, why you have doubts about it, or want to change
it). For example:
I think that my students will learn more effectively if they too feel able to try without feeling too self-conscious or under too much pressure. I think they will be better motivated if there is a supportive and friendly atmosphere in my classes.
1.1.5.5
First log entry step 4: describing your beliefs in action
The final step is to see if you can find any evidence in your own teaching
of your beliefs informing your actions. For example:
On the audio-tape I made of my lesson, at one point I heard myself talking with a small group of students, partly checking they knew what to do in the activity, but also just asking how they were, etc. (Actually, I could have done this in French ... maybe next time!). So I think I do practise what I believe. But I know that sometimes when I feel under pressure of time I revert to 'stand at the front and lecture' style. I think I'd like to try to plan lessons better to give time for more of the interactive style that I believe in.
1.1.5.6
Building up your log and revisiting earlier entries
As your log grows, make a point of re-reading earlier entries on a regular
basis. Add extra notes and observations (with dates) to old entries if
something else occurs to you, or you feel that your beliefs have evolved
since the entry was made. If at all possible compare beliefs with those
of colleagues.
