Reflective analysis

When I first learned about the reflective analysis assignment, I felt genuinely excited. Unlike other assignments that often feel detached, reflection has always come naturally to me as a daily, informal habit, though I never consciously labeled it as such. However, my work at a PYP (Primary Years Programme) school transformed reflection into a more structured and purposeful practice. The PYP system places great emphasis on holistic education, reinforcing not just academic skills but also social-emotional growth to shape students into lifelong learners. Teaching students to reflect on their actions, emotions, and learning is central to this philosophy, as it recognizes the interconnectedness of the cognitive, emotional, and physical aspects of education. This intentional focus on reflection significantly shaped my own habits and made this assignment feel like an opportunity to deepen a practice that is central to both my teaching and personal growth. The PYP’s emphasis on holistic education aligns closely with the insights I gained from Roxana Ng’s Decolonizing Teaching and Learning Through Embodied Learning. Ng’s work resonates deeply with the holistic approach of the PYP but adds a critical layer by examining how colonial systems influence education and the ways we exist in the world (Ng, 2018). While I have always valued holistic learning, Ng’s focus on decolonizing knowledge encouraged me to examine how much of my worldview has been shaped by colonial frameworks, often in ways I had not recognized. For example, Ng (2018) critiques how Western education marginalizes the body and emotions, privileging intellectual achievements over holistic growth. This insight led me to reflect on my own practices and assumptions. While I encourage my students to embrace a holistic approach to learning, connecting mind, body, and emotions, I realized that I often unintentionally prioritize intellectual achievements over emotional and embodied experiences in my personal growth.

Ng’s discussion on how colonial systems shape not just the content but also the methods of learning was particularly impactful. As I reflected on this, I became more aware of some assumptions I hold in my own life, such as equating success mostly with intellectual accomplishments or viewing knowledge as something to acquire rather than embody. This realization led me to reconsider how I approach my students’ learning experiences, particularly in moments when their emotional needs might not be fully addressed. One example occurred during a recent reading session. I was working with a student who had been struggling with confidence, especially when tackling new vocabulary. I had been focusing heavily on her phonics and decoding skills, aiming for a purely intellectual approach to mastering the material. However, I noticed her becoming frustrated and disengaged. This moment made me stop and reflect: was I truly addressing her emotional needs as well? By recognizing her feelings of insecurity, I shifted the focus of the lesson to provide more encouragement and positive reinforcement. I guided her to approach the words more slowly and celebrated small successes along the way. This shift in focus, nurturing both her emotional confidence and intellectual growth, reinforced the importance of balancing cognitive and emotional aspects of learning, in line with the PYP’s holistic philosophy.

While reading Ng’s work, I was also tutoring a student who was struggling emotionally due to family challenges, including his parents’ divorce. These issues were overwhelming him and had a noticeable impact on his learning process. Ng’s ideas on embodied and emotional learning deeply resonated with me in this context. They reinforced the importance of creating spaces where students feel safe to express their emotions and connect them to their learning. I encouraged this student to reflect on his feelings through a series of journaling activities over several sessions, allowing him to express his thoughts and process his emotions in a safe space. Gradually, he became more focused, and during one session, he was able to complete a series of spelling words he had previously found challenging and frustrating. This small success, grounded in both Ng’s theory and the PYP’s holistic philosophy, demonstrated how addressing emotional needs over time can positively impact academic progress, particularly in tasks that require sustained focus and patience.

While reading Ng’s work, I was also tutoring a student who was struggling emotionally due to family challenges, including his parents’ divorce. These issues were overwhelming him and had a noticThis reflection further affirmed my belief in teaching as a journey of mutual learning and growth for both educators and students. While Ng’s ideas did not completely change my teaching practices, they provided a deeper understanding of the significant personal and systemic unlearning required to fully embrace a decolonized, embodied approach. This realization also reminded me of the importance of recognizing how colonial structures have influenced my educational practices, and that teaching and learning are not just cognitive but also emotional and physical processes. The PYP philosophy focuses on nurturing students as whole individuals, fostering their growth into lifelong learners. Ng’s work challenged me to deepen this approach by critically examining the underlying frameworks that influence how we teach and learn. It has strengthened my commitment to practicing the values I teach—harmonizing mind, body, and emotion not only for the benefit of my students but also in my own personal growth and learning journey.eable impact on his learning process. Ng’s ideas on embodied and emotional learning deeply resonated with me in this context. They reinforced the importance of creating spaces where students feel safe to express their emotions and connect them to their learning. I encouraged this student to reflect on his feelings through a series of journaling activities over several sessions, allowing him to express his thoughts and process his emotions in a safe space. Gradually, he became more focused, and during one session, he was able to complete a series of spelling words he had previously found challenging and frustrating. This small success, grounded in both Ng’s theory and the PYP’s holistic philosophy, demonstrated how addressing emotional needs over time can positively impact academic progress, particularly in tasks that require sustained focus and patience.

References Ng, R. (2018). Decolonizing teaching and learning through embodied learning . Sharing Breath: Embodied Learning and Decolonization. Athabasca