The self-assessment task drew attention to varying aspects of my practice that I hadn’t considered. Though the self-assessment task was useful, it is worth noting that each aspect is prescribed and can only be rated out of 1-6. For deeper analysis, qualitative data may be more fruitful than quantitative.
The highest category I scored in was inclusion, though I rated myself 6 out of 6 this was only due to my intent. It struck me that to be truly inclusive in my practice, I would need to understand how the students view themselves, and what they identify with. It is also of note that an environment that would seem inclusive to me may not to others. For instance, if a class is predominantly heterosexual I may not see this as a particularly heterosexual space, but a homosexual student may not feel the same. This example is switchable with most dynamics of power. I should make an effort to know the students.
The grading category in which I scored the lowest was in challenging my views and beliefs of education. I have many views on education based on my own experiences of being a student, and these views are deeply ingrained. That said, I haven’t been working within or been a part of the British educational system for over seven years. A lot has probably changed since I was a student and, ultimately, I don’t come from a place of knowledge to justify my beliefs. In this year of training, I should try to remain open-minded.