It is good to have a different perspective of how to assess one's teaching. I have noticed that my teaching is weak on social reform, which I still don't really have an idea of how to do in math teaching, or maybe I did somehow but I don't really consider my teaching including social reform. And I have noticed that this sort of expertise report base on the questionnaire which mainly focused on self-assessing. While I taking the questionnaire, I know that knowing how to self-assessment is valuable, but it has its limitations. Relying solely on one's own perception of their performance can be influenced by biases and subjectivity. It might not be effective for self-reflection if someone believes they are excelling when they are not or vice versa. To enhance the effectiveness of self-reflection, a more comprehensive approach is essential. This includes utilizing a well-structured questionnaire that covers various aspects of performance, seeking input from professionals in the field, and incorporating objective criteria and feedback from peers, mentors, or supervisors.
(The lovely donut wall from the conference!💖 ) This Friday I went to BC association of teachers of modern languages conference (BCATML). I ...
Hi You, thank you for your reflection on the teaching assessment process. It's very insightful. It's important to acknowledge areas where improvement is needed, such as incorporating social reform in math teaching. I agree that connecting math to societal impact can be challenging and is a common concern. As Susan noted, we will cover this topic more in-depth later in the course. I also appreciate that you pointed out that, apart from the questionnaire as a useful tool to help self-identify and recognize our teaching mindset, a broader perspective can provide a more well-rounded and accurate understanding of one's teaching performance and areas for growth.
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