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The

"Reflective" Method. (n.d.). Retrieved April 3, 2015, from


http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald024.sht
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The article started to say that reflecting over how we taught during the
school day was a healthy habit, but sometimes it can be dangerous. It can lead to
undermining out authority and our ability to teach. It first touched whether the
question was on self-doubt or reflection. It gave an example of the question Was
that activity challenging enough? and how there was purpose in the question. You
could answer either yes or no and determine how you could improve next time. The
questions that lead to self-doubt are the ones where you are the target. So for
example, Why cant I keep my kids under control? was an example of a self-
doubting question. Instead asking What is causing the students to continually be
off tasked not follow directions? is a better way to move onto to a solution. It takes
the blame away from the teacher. Self-blame questions rarely have a solution,
because the problem is in the teachers abilities or lack of abilities.
The author said that doubt removes authority. The students are able to sense if we
start doubting ourselves and they also start to doubt themselves.
The author gave strategies to fix this problem of self-doubt. The first step is
to take a question you have been asking yourself and to write it out. The next step is
to identify if the question is focused on you or on the problem or strategies. If the
question was focused on yourself, you need to rewrite the question to identify the
problem. Writing things out on a piece of paper helps us to look at things

objectively. The article ended on a note saying that all teachers doubted and that we
werent alone. That we should use these opportunities to help us assess, analyze,
evaluate, and determine a solution. The article said, Dont be a doubting Thomas.
Be a reflective teacher.
The purpose of the authors work was to take the questions we all have when
we teach a lesson, and turn them into positive reflective moments. It helps us not to
be so negative and to be positive. It also helps the students as well, since they wont
see a doubting teacher teaching them and it helps boost their confidence as
students. It also provides a positive environment for the students as they learn from
a continuously problem fixed classroom. It was written for teachers and especially
for the teachers whose characters are natural worriers.
After teaching my sgraffito demonstration, I thought of many doubting
questions as well. It helped me to not doubt myself for the next demonstration but
to actually analyze what problems there were. I would ask questions such as Was I
engaging enough to the students? What if the students dont like the awkward
silence? But I learnt to fix my questions into, Were the students getting distracted?
Did the students get to see the sgraffito technique well?




Fabbri, B., Gualtieri, S., Mingazzini, C., Spadea, P., Casadio, P., Costantini, R., &
Malisani, G. (2000). ARCHAEOMETRIC INVESTIGATIONS OF SGRAFFITO CERAMIC
TILES (FIFTEENTH-SIXTEENTH CENTURIES) RECOVERED FROM EXCAVATIONS IN
UDINE (NORTH-EAST ITALY)*. Archaeometry, 42(2), 317-324.

This article is about the investigations of sgraffito ceramic tiles from the
fifteenth to sixteenth centuries. The tiles that were found were mostly 14cm and
24cm in length and 1cm and 2.5 cm thick. The finding was important because in
Renaissance times, the use of sgraffito ceramic tiles was rare, instead majolica tiles
was more popular. It is assumed that the production of the tiles was probably local,
and there is also documentary and archaeological evidence that sgraffito ceramics
was made in Udine from the fourteenth to the beginning of the fifteenth centuries.
There is a section where they go into detail explaining the different types of glazes
and the different types of borders around the tiles. They put a transparent glaze
over the layer of slip. They would not do this to the borders for decoration purposes.
The Venetian and Paduan Renaissance sgraffito ceramics used the raw
material called bianchetto or Terra di Vicenza. It was a raw material that was well
known in the Veneto area. They concluded that the sgraffito ceramic tiles were fairly
homogeneous. The raw materials contained dolomite and calcite. And they went
into number details about the slip glaze and the clear glaze.

The tiles that were made in Udine were made to cover the inner walls of a
building but they never found some that were from their original locations. Sgraffito
technique is shown in the tiles and there are also riveting holes that are apparent in
almost all of the examples. The holes marked by drips of colour and transparent
glaze. The holes were there to aid the tile up to the wall, using a nail..
The author wrote this article to inform art historians and archaeologists
about their findings of sgraffito ceramics from the Veneto area. It would be useful
information to people looking for specific chemical compounds within ceramics. The
author also wanted to signify the importance of sgraffito technique in the
Renaissance era, which was rare. However, for me, teaching it to high school
students, it wouldnt be very useful, other than the fact that it has been around for a
really long time. The article was very detailed and in depth that it was hard to find
something to teach the students something straight from the article. I can tell the
students that there is history to the sgraffito technique.