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Nick Faber works with a group of student teachers with whom
he facilitates the reflective process.
Holly Long and Betty Casper
Student teacher Holly Long found debriefing sessions with Nick
and other student teachers helpful. Talking about problems
encountered helped her to understand why a lesson might not
have worked.
Holly Long indicated that “if it didn’t work, whose fault is it? If
an entire class fails, then the fault is with me. I obviously didn’t
do my job.”
Eric Waltz
Student teacher Eric Waltz met Nick regularly for wall climbing
and reflection. During the session, they would talk about Nick’s
day at school—what worked, what did not and why. Eric found
the opportunity to ask questions beneficial. He felt that these
sessions would help him to know how to improve and change
when he began teaching. Nick found the sessions helpful for
him as well. He found that Eric’s questions brought him greater
insight into his teaching.
By talking through scenarios with Nick, Eric was able to
understand the importance of developing a reflective process.
Additionally, he learned that reflection involves asking and
answering the fundamental questions of:
What do I do?
How do I do it?
What does this mean for both myself as a professional
and those whom I serve?
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