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Sometimes motivated to do so.
Sometimes appreciative of the process.
Sometimes at a loss for what to write.
Sometimes another "to-do" task on the list.
Sometimes a chore.

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Only when highlighted ones are sieved out then it is beneficial when it is read. Not often. When it's not relevant to my subject then I won't. Won't enter the drive to read others either.

Good to know how other colleagues' think, to read on their experiences and be inspired, to learn from them.

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Carving out the mental space and time to do a reflection meaningfully.

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When positioned as a requirement, and not a choice (autonomy) to do so, motivation takes a dip.

Staff Reflection could be more strongly connected to PLC so that there's continuity and greater meaning in the work that is done. Create a sense of higher purpose that is saliently and visibly relevant.

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Teachers complete the feedback but we do not receive regular feedback for most reflections submitted.

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It can be more meaningful if it is done once a term.

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Space and time

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Most of the time as I am writing I feel positive and liberated. It is only when thinking about completing it as a task to a dateline that it kind of feels like a chore and perhaps restricts the joy of writing.

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Most of the time as I am writing I feel positive and liberated. It is only when thinking about completing it as a task to a dateline that it kind of feels like a chore and perhaps restricts the joy of writing.

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Prefer to spend the precious time to plan on how I can improvise teachings on the subject I'm teaching and spend time bonding with family members. Work-life balance :)

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I have benefited from taking stock of my pedagogical endeavours. This is important to me as a practitioner. Hopefully, from this reflective exercise, I can know better the blind spots, test certain areas to know better the blind spots, learn deeper and improve the craft more to add more value in teaching.

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I have benefited from taking stock of my pedagogical endeavours. This is important to me as a practitioner. Hopefully, from this reflective exercise, I can know better the blind spots, test certain areas to know better the blind spots, learn deeper and improve the craft more to add more value in teaching.

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It basically boils down to cutting off the giving oneself that space to just enjoying reflecting even in the midst of deadlines. If reflections help for one to move forward pedagogically, then many other things can actually take a backseat.

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It basically boils down to cutting off the giving oneself that space to just enjoying reflecting even in the midst of deadlines. If reflections help for one to move forward pedagogically, then many other things can actually take a backseat.

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More important for the teachers to channel their focus on PLC as compared to doing the reflections. Teachers share their teaching experiences during PLC and gather colleagues' opinions to improvise and collaborate to make the learning of the teachers and the students more enriching and fruitful.

SWB activities to replace reflections? We need some physical exercises like aerobics, yoga, bowling, dancing, to improve our mental well-being?