Reflection and Feedback

Starting reflective practice requires setting aside some dedicated time for reflection, even if it is only a few minutes after each class. This could involve journaling about classroom interactions, reviewing student feedback, and identifying specific teaching challenges or successes.

You may also seek out feedback from colleagues, mentors, or instructional support staff to gain different perspectives on their teaching. Engaging in professional development activities, such as workshops or seminars on teaching and learning, can provide new insights and ideas for improvement.

Additionally, you can explore literature on teaching pedagogy and educational theory to deepen your understanding of effective teaching practices. By taking these initial steps, you can lay the foundation for a reflective teaching practice that promotes ongoing growth and enhancement in your teaching. 

Below are some questions to help direct your reflection as well as specific reflective questions on positionality, inclusion and decolonization.

1. Did I effectively communicate the learning objectives and expectations to my students?
2. How did I create a positive and inclusive learning environment?
3. Did I adapt my teaching strategies to meet the diverse needs of my students?
4. How well did I manage time and resources during the teaching session?
5. Did I provide clear and constructive feedback to students on their work?
6. How did I encourage student engagement and participation?
7. Did I effectively use questioning techniques to stimulate critical thinking?
8. How did I incorporate active learning activities into my teaching?
9. Did I effectively utilize technology to enhance student learning?
10. What aspects of my teaching practice were successful, and what areas need improvement?

A positionality statement is a concise paragraph that reflects an individual’s unique perspective and position in relation to their scholarly work, teaching practice, or social identity. It encompasses various aspects of the individual’s identity, experiences, and worldview that shape their understanding and engagement with the world. As educators, we occupy fluid and dialogical identities, and discussing our positionality can enrich the educational experience for all. Additionally, considering land acknowledgments in relation to Indigenous stewardship further deepens our understanding of positionality and responsibility.

 Why Faculty in Higher Education Should Create and Use Positionality Statements: 

• Modeling Reflexivity: Faculty can demonstrate self-awareness and reflexivity by sharing their positionality with students. This transparency encourages critical thinking and reflexivity among learners. 
• Teaching Philosophy: Positionality statements align with teaching philosophies, allowing faculty to articulate their approach to education. 
• Research and Scholarship: Positionality influences research questions, methodologies, and interpretations. Acknowledging this helps maintain rigor and ethical conduct. 
• Inclusivity: Sharing positionality fosters an inclusive learning environment, signaling to students that their diverse perspectives are valued. 

Below are some resources to support the creation of your positionality statement. For additional questions or support with your positionality statement please connect with Electra Eleftheriadou (electra.eleftheriadou@ubc.ca) or Jessica Bayer (jessica.bayer@ubc.ca).

Helpful Resources:

• Grain, K. (2022). Bringing the Practice of Positionality into Teaching and Learning. BCcampus.  
• Equality Institute. How to Write a Positionality Statement. Retrieved from Equality Institute.

Reflecting on inclusive teaching is essential for creating equitable and supportive learning environments. Remember that accessibility is not an add-on; it’s an integral part of teaching. By proactively considering these questions, we can create learning experiences that honour the diverse needs of our students. Remember that inclusive teaching is not a one-time task; it’s an ongoing commitment to growth and transformation.  

Impact of Identity: 

• To what extent does race, gender, sexuality, ability, or class impact my instructional delivery in the classroom? 
• How do I recognize and address bias and assumptions in communication between myself and students?  

Student Reactions: 

• How do students react to my communication style and language? Am I using inclusive language that resonates with diverse learners? 
• Do I actively seek feedback from students about their experiences in my class, especially those from marginalized backgrounds? 

Power Dynamics: 

• Am I intentionally shifting focus and power away from the most privileged individuals during classroom conversations? 
• How can I create a learning environment where all voices are heard and valued? 

Curriculum and Materials: 

• How do my course materials and readings represent diverse perspectives? Are there opportunities to decolonize the curriculum? 
• Have I considered the intersectionality of identities when designing assignments and assessments? 

Inclusive Practices: 

• What strategies can I employ to make my teaching practices more responsive to the unique needs of diverse student groups? 
• How can I foster a sense of belonging and community for all learners? 

 Universal Design for Learning (UDL): 

• How can I apply the principles of UDL to my teaching materials? UDL emphasizes multiple means of representation, engagement, and expression to accommodate diverse learners. 
• Have I considered providing alternative formats for course content (e.g., captions for videos, accessible PDFs, and text descriptions for images)? 

Physical Accessibility: 

• Is my classroom physically accessible? Are there ramps, elevators, and designated seating for students with mobility challenges? 
• How can I ensure that field trips, labs, or other activities are accessible to all students? 
• Am I introducing on-campus supports to my students?  

Digital Accessibility: 

• Have I checked that my online platforms (e.g., learning management systems, websites, and multimedia) comply with Accessibility Guidelines?
• Are course materials available in formats compatible with screen readers and other assistive technologies? 

Communication and Interaction: 

• How do I create an inclusive environment for students with hearing impairments? Consider using microphones, clear speech, and visual cues. 
• Am I mindful of students with visual impairments during discussions? Describe visual content and provide accessible handouts. 

Assessment Accommodations: 

• Have I discussed accommodations with students who require extra time, alternative formats, or other adjustments during exams? 
• How can I design assessments that assess learning rather than barriers? 

Emotional and Psychological Accessibility: 

• What strategies can I employ to foster a supportive and respectful classroom environment? 
• How do I address me?

Decolonizing and Indigenizing educational spaces is a crucial endeavor, and it involves a deep commitment to understanding, respect, and transformation. Personal reflection is an ongoing part of this work. It is not meant to happen quickly; rather taking our time to do this work in a good way, checking in with ourselves often.  

Moral Reflections:  

• What ethical responsibilities do I hold as an educator in acknowledging and addressing the historical injustices faced by Indigenous peoples?  
• How can I center Indigenous perspectives, knowledge, and ways of knowing in my teaching practices?  
• What moral imperatives guide my commitment to decolonization and indigenization?  

Ethical Considerations:  

• How do I navigate the power dynamics inherent in the classroom, especially when engaging with Indigenous students?  
• What steps can I take to ensure that my teaching materials and methods are culturally sensitive and respectful?  
• How do I approach the use of Indigenous knowledge and cultural materials, considering issues of appropriation and intellectual property?  

Personal Reflections:  

• What biases or assumptions do I carry that might hinder my ability to create an inclusive and equitable learning environment?  
• How can I continuously educate myself about Indigenous histories, cultures, and contemporary issues?  
• What personal growth and unlearning am I willing to undertake to be a more effective ally in the decolonization process?  

Professional Journey:  

• How can I collaborate with Indigenous scholars, elders, and community members to co-create meaningful learning experiences?  
• What institutional changes can I advocate for to promote Indigenous representation, curriculum development, and support services?  
• How will I measure my progress and hold myself accountable in this ongoing journey?

• UBC Inclusive Teaching
• University of Saskatchewan. (n.d.). Indigenization – Teaching and Learning.
• Allan, B., Perreault, A., Chenoweth, J., Biin, D., Hobenshield, S., Ormiston, T., Hardman, S. A., Lacerte, L., Wright, L., & Wilson, J. (2018). Pulling Together: A Guide for Teachers and Instructors. BCcampus.   
• First Nations Education Steering Committee. (n.d.). First Peoples Principles of Learning.
• Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action. Routledge.