Fostering Reflective Practice through Writing Accountability: An On-site Write-a-thon

 

Bio:

Maria Lisak creates safe environments to encourage learners for risk-taking and growth. Currently at Chosun University in South Korea, she has diplomas and certificates in business, technology, education, and meditation. She is a lifetime member of KOTESOL and AsiaTEFL. Her research interests include funds of knowledge, cosmopolitan literacies, and autoethnography. She has recently completed her EdD with Indiana University.

Title: Fostering Reflective Practice through Writing Accountability: An On-site Write-a-thon

In this workshop, participants will explore the benefits of writing accountability as a reflective practice in professional development, particularly within the complex and often liminal spaces experienced by EFL teachers in South Korea. Reflective practice, as defined by Thomas Farrell, is "a process in which educators step back from their teaching experience to engage in a critical analysis of their actions." For both foreign and Korean educators, this process is vital for navigating the silences and complexities inherent in their multilingual classrooms.

In these contexts, writing serves as a crucial tool for processing the nuanced experiences of teaching in a borderland of cultural identities. Regular writing sessions provide a structured, supportive environment where participants can engage in goal-setting, self-reflection, and peer feedback, fostering both productivity and deeper critical thinking. Drawing on my experience facilitating regular writing accountability Zooms, I will introduce strategies for maintaining consistency and building a writing community that acknowledges the multilayered experiences of teachers.

The session will culminate in an on-site write-a-thon, allowing participants to apply these techniques, set goals, and write in a focused, collaborative environment. Attendees will leave with a clearer understanding of how to use writing accountability not only to enhance their reflective practice but also to navigate the complexities of their roles as multilingual educators in South Korea.

Slide Deck

Here are some strategies for maintaining consistency and building a writing community that acknowledges the multilayered experiences of teachers, particularly in the context of EFL education in South Korea:

Strategies for Maintaining Consistency

1. Regular Scheduling: Establish a fixed schedule for writing sessions (e.g., weekly or bi-weekly) to create a routine. Consistency in timing helps participants develop a habit of writing and reflecting.

2. Goal Setting: Encourage participants to set personal writing goals at the beginning of each session. These could include word counts, themes, or specific projects they want to focus on. Revisit these goals regularly to track progress.

3. Check-ins: Begin each session with brief check-ins where participants share their progress and any challenges faced since the last meeting. This promotes accountability and reinforces commitment to writing.

4. Reflection Prompts: Provide reflection prompts that resonate with the specific experiences of EFL teachers, focusing on the challenges and successes faced in multicultural classrooms. This can help guide their writing and keep it relevant.

5. Dedicated Time for Writing: Allocate a specific portion of each session purely for writing, allowing participants to focus without distractions. This could be a 30- to 45-minute uninterrupted writing block.

Strategies for Building a Writing Community

1. Peer Feedback: Incorporate structured peer feedback sessions where participants can share their writing and receive constructive critiques. This encourages collaboration and helps teachers learn from each other’s experiences. Some ideas to are separate the goals of the writing session: one is an accountability session, another is for peer feedback, editing, proofreading.

2. Diverse Voices: Encourage participants to share their unique perspectives and experiences related to teaching in South Korea. This can include discussions on cultural nuances, challenges, and success stories, creating a rich tapestry of shared knowledge. Example: I celebrate the diverse voices of 2024 Zoom by WGE SIG for International Women's Day.

3. Theme-Based Sessions: Design sessions around specific themes relevant to the participants' experiences (e.g., navigating cultural differences, the impact of multilingualism on teaching, processing classroom silences). This can foster deeper connections and discussions.

My 2024 Goal: Host monthly Zoom to highlight and celebrate different SIGs in KOTESOL

4. Resource Sharing: Create a platform (e.g., a shared document or Padlet) where participants can share resources, articles, or personal reflections related to teaching. This helps build a sense of community and shared learning. Example: MCALL Zoom List of various teaching materials to check out.

5. Celebrating Achievements: Recognize and celebrate participants’ accomplishments, whether they complete a writing project, reach a personal goal, or share a significant insight. This fosters a positive community atmosphere and motivates continued participation. Example: Ending the Research SIG Zoom; February F2F Quiet Study ending.

6. Creating Safe Spaces: Ensure that the writing environment is safe and supportive, encouraging open discussion and vulnerability. Participants should feel comfortable sharing their struggles and successes without fear of judgment. Example: Communicating before, checking in with attendees' comfort/expectation/performance of participation/contribution.

7. Reflective Discussion: End sessions with a reflective discussion on the themes that emerged during the writing time, allowing participants to process their experiences and draw connections to their roles as educators. My Finding: Organic with an overarching celebrate/problematize issues/discussion circulation.

By implementing these strategies, you can create a supportive writing community that not only promotes consistent writing practices but also values and acknowledges the diverse experiences of EFL teachers in South Korea.

Fostering Multicutural Spaces: Some Prompts for Today's Writing

1. Exploring Liminal Spaces:  

"The liminal phase is one of transition, a passage through which one moves from one state of being to another." — Victor Turner  

Reflect on a moment in your teaching experience where you felt caught between two identities or roles (e.g., as a foreign teacher and a member of the local community). How did this liminal experience shape your understanding of your identity as an educator? What insights emerged from this transition?

2. Navigating Borderlands:  

   "The Borderlands are a space of the unknown, a place where one is constantly negotiating identities and cultures." — Gloria Anzaldúa  

Write about the complexities you encounter in your multilingual classroom. What challenges arise from cultural and linguistic differences? How do these experiences impact your teaching practice, and what strategies have you developed to bridge these borders?

3. The Power of Silence:  

   "Silence remains, inescapably, a form of communication." — Susan Sontag  

Reflect on a time when silence played a significant role in your classroom—whether it was a moment of contemplation, discomfort, or understanding. What did that silence communicate? How can you leverage silence in your teaching to foster deeper connections and reflections?

4. Embracing the In-Between:  

   "The in-between is where creativity and transformation happen." — Victor Turner  

Think about the “in-between” spaces in your work as an EFL teacher. How do these moments of ambiguity influence your teaching methods and interactions with students? Write about a specific situation where embracing this in-between space led to a breakthrough or new understanding in your classroom.

5. Voices from the Margins:  

   "To live in the Borderlands means you are neither a this nor a that. You are a crossroads." — Gloria Anzaldúa  

Reflect on the voices that are often marginalized in your classroom—whether they are from students, fellow teachers, or cultural narratives. How do these silenced voices shape the learning environment? What steps can you take to amplify these voices and create a more inclusive space for dialogue and reflection?