As teachers read writers of their own choice and discuss topics of interest with one another, new insights for classroom possibilities emerge. Reflection Teachers beginning the quest for self-reliance must make time for regular reflection at the end of the day, early every morning, or during a set time each week. Reflection time enables teachers to focus on their critical actions, feelings, and guiding ideals. As a part of the reflective process, teachers can maintain informal journals that include brief notes, sentences, or phrases describing events and feelings from the classroom. Discussing journal contents with a colleague maximizes the impact of reflection.
Teachers also benefit when they think about what they most enjoy in teaching.
Some teachers, for example, value the service aspect of teaching helping students who have few resources beyond the school. Other teachers see their work as an opportunity for creativity, such as through drama and storytelling. When teachers are in touch with those aspects of teaching that most motivate and energize them, and when they are connected with other teachers who have the same interests and motivations, they are positioned to make a personal and significant statement through their teaching. Teachers nurture their self-reliance when their teaching becomes personal. Life Experience Much of the self-reliance teachers need to thrive in the classroom comes from activities and experiences they have outside school.