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In this stage of Kolb's learning cycle, I could improve my professional practice by creating goals for the future. I have reflected on the concrete experiences I have had and the strategies I have implemented and I have tried to relate those experiences to the experiences of others. From that, I now need to make sense of the process and ask myself how I will improve next time I begin the learning cycle. While the feedback I received from colleagues is helpful in determining improvements that can be made, I have to take ownership of my own practice, which can be done by creating goals for the future.

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A barrier that may hinder me from creating goals for the future may be an uncertainty as to what strategies and best practices to utilize next.

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To overcome that barrier, I can research strategies that can be used to help strengthen the weaknesses students demonstrated when working with the previous strategy I implemented in the classroom. Again, being a lifelong learner is an extremely important characteristic to possess as a teacher.

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In this stage of Kolb's learning cycle, I could improve my professional practice by having conversations with my colleagues or other educators. After reflecting on my own experiences, I can connect my personal experiences with the experiences of others. I can talk over my own experiences and my resultant reflections, such as what went well and what did not go well, with my colleagues. In having those conversations, I am offered the chance to test my skills, knowledge, and feelings with others. This, in turn, may convince me to alter the ways I think about what I have experienced.

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Some barriers that may hinder me from having conversations with my colleagues may either be a lack of time to do so or a lack of ability to openly and constructively communicate with others.

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To overcome those barriers, my fellow colleagues and I could schedule a time at least once a week that fits into all of our busy schedules where we have the opportunity to meet with one another and discuss our experiences from the week. The scheduled time may be brief, so it is important that the conversation remains focused on the topics at hand. It is important that my colleagues and I feel comfortable having open and honest conversations with each other, which is something that requires establishing a good rapport between us. It might be beneficial to have informal conversations with colleagues in addition to formal ones to help build stronger, more personal connections.

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In this stage of Kolb's learning cycle, I could improve my professional practice by journaling about my experiences. After having implemented some of the strategies and best practices I learned at professional development seminars and teacher training workshops in my classroom, I can journal about what worked for my students and what did not. In doing so, I am undertaking an objective and honest appraisal of the concrete experiences I had and how well they translated into my personal practice. I am becoming a reflective practitioner who has the confidence to learn, and continue to learn, from my experiences to better support my students.

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Some barriers that may hinder me from journaling about my experiences may either be a lack of time or a lack of motivation to do so.

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To overcome those barriers, I could supplement my own journaling with self-reflections from my students in regard to what they felt worked within a particular lesson and what did not. I can take some of the feedback I receive from my students and use those ideas to help better my professional practice. In doing so, I can save some time. I could also make my journaling activity more fun for myself by using a fun notebook or journaling on an online platform. In doing so, I might feel more motivated to reflect.

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In this stage of Kolb's learning cycle, I could improve my professional practice by attending professional development seminars and teacher training workshops. Teachers are inherently lifelong learners, so the purpose of professional development seminars and teacher training workshops is to allow teachers to continually grow as educators and to hone their craft. During these seminars and training workshops, I would be engaged in real-life, hands-on experiences where I am given the opportunity to try and test out new ideas and strategies in a socially interactive environment.

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Some barriers that may hinder me from attending professional development seminars or teacher training workshops may either be a lack of funds necessary to cover the cost of attending a seminar or workshop or an inability to take time off from work to attend a seminar or workshop.

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To overcome those barriers, I could apply for grants that may cover the cost of me attending a professional development seminar or a training workshop. I could also be sure that I inform my school in advance of the dates in which I will be attending a seminar or training workshop so that they have plenty of time to find coverage for me.

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Concrete Experience: doing/having an experience

Reflective Observation: reviewing/reflecting on the experience

Abstract Conceptualization: concluding/learning from the experience

Active Experimentation: planning/trying out what you have learned