Reflective practice groups

There is mounting evidence that regular reflective practice for staff in educational settings leads to a more proactive way of working and reduced stress.  This in turn leads to a better outcomes for the children and young people they work with as well as lower rates of sickness and staff turnover.

I develop the reflective practice group with the members of staff themselves. Before starting we identify common goals, agree ground rules and chose a model within which to work. Regular and dedicated time is then allocated to meet.  I provide a safe, containing and confidential space for staff to reflect together about issues which they encounter at work, whether this is the impact of a child's behaviour, a strained relationship with a colleague or difficulties managing their workload.  I manage the group so that rather than becoming a forum for a moan, it is an opportunity to reflect on difficulties and identify possible solutions or ways forward.  I think it is important to evaluate the impact of these groups to ensure value for money, and do this with the commissioner and the members of the group.  Feedback received at the end of one of the groups included:
  • reflection led to action
  • I've matured and my practice has matured
  • my ability to think before speaking has improved
  • communication has improved with staff and colleagues
  • I don't take things so personally 
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