“My journey to ‘being’ has been ongoing; and, consistent reflection and critique…has been necessary and vital in my eventual ‘be’-coming an effective teacher and critical multicultural pedagogue” (Acuff, 2018, p. 37).
I’ve carried a notebook with me since fall of 2013—my study abroad semester in undergrad. It was originally a sketchbook with the intention of visually recording my time in Rome (imagine, if you will, sketches of cafes, landmarks, people, etc.). It didn’t pan out the way I expected. After faltering to draw anything and always opting for words over images, my sketchbook turned into a notebook and, since then, the words have continued to come. I think in writing, I pray in writing, I set goals and dreams in writing, and I reorient myself in writing. And the word I use to encompass all of these tasks is: reflection.
“I discover what I think because I write. The act of writing is not a translation of thought into words, but rather a process of discovery” (Hustvedt, 2016, p. 110).
When I say I have my reflective writing habit down to a T, I mean it. For the past ten years, I have curated the details surrounding my reflection habit to guard against the daily onslaught of overwork, social expectations, depression, low motivation, and exhaustion. And these are the specifications I’ve landed on:
- A large size (13 x 21cm) Moleskine notebook. Hardcover, lined or unlined (I toggle between the two).
- A black bic pen.
- Post-it notes kept on the inside of the back cover.
In terms of writing:
- The date is always written on the upper left-hand corner of the page in the format (m/d/yy).
- A title is given to the entry. The title is underlined.
- If an entry of a new topic is added on the same date, a squiggle line is drawn to separate the two sections.
- If an entry of a new date is started mid-page, a straight horizontal line is drawn to separate the two sections.
- On days when writing feels extra difficult, I allow myself to start on a fresh page on the right side of the binding (because it feels nicer).
- Post-its are used for stray thoughts that do not fit into the main topic at hand.
- Vertical lines are used as partitions if a to-do list needs to be written alongside a narrative reflection.
- The writing must be straight and parallel to the page.
These are the parameters of my reflection habit. When these parameters are not met, writing becomes a little more difficult—harder to approach.
“To change or not to change is informed by the writing and critical reflective process” (Lowe et al., 2013, p. 5).
I lay out the details of my habit not to cause any intimidation, but to express how important reflection is for me and how I found ways to make the habit easier and more accessible within the busy landscape and mental strains so many of us live in. The purpose of this research is to locate other folks who have sustained a habit of reflective writing—specifically in compassion-centered fields (i.e. hospice, education, religion, etc.)—and to understand how they cultivated and maintained their habits.
My research is urgent and passion-driven because I truly believe the value and benefits of reflective writing can and should be accessed by everyone.
References:
Acuff, J. B. (2018). ‘Being’ a critical multicultural pedagogue in the art education classroom. Critical Studies in Education, 59(1), 35-53. https://doi.org/10.1080/17508487.2016.1176063
Hustvedt, S. (2016). A Woman Looking at Men Looking at Women. Simon & Schuster Paperbacks.
Lowe, G. M., Prout, P., & Murcia, K. (2013). I See, I Think I Wonder: An Evaluation of Journaling as a Critical Reflective Practice Tool for Aiding Teachers in Challenging or Confronting Contexts. Australian Journal of Teaching Education, 38(6). http://dx.doi.org/10.14221/ajte.2013v38n6.6
