In this series of posts, I want to share an approach we use with student teachers to support their development as reflective practitioners. The first post introduced the idea of using an action plan as a way for teachers to identify an area of challenge and seek out support. In subsequent posts, I plan to share examples of this approach in action.

My problem is that I tend to teach as I was taught. I know that research shows that I am not alone in this, but I thought I had gotten over this hurdle. Since 1990, I have been teaching math differently - and I have the student comments and parent phone calls to prove it. The changes I made as a math teacher were one of the reasons I became interested in mathematics education. Unfortunately, these changes did not transfer to all aspects of my teaching.