Role of reflection in promoting learning

I had always thought of reflection largely in relation to breaking the process down for students so that they can understand how to write more reflectively and pass their assignment. Not being a subject tutor, my role is not to actively promote this activity or assess its value. Professionally, I have to establish clear boundaries and not ’venture’ into subject areas (the unknown) or it is deemed I am interfering and may confuse the student or, influence their writing (a very, very hot potato). So, this begs the question, how far does my knowledge, experience and influences impact upon the way in which I explain the process of reflection to my students?

In my situation I find that gender is not a significant factor as neither sex seems able to easily reflect. However, choice of course/occupation is a factor. Nurses, teachers and social workers are constantly asked to apply knowledge to practice and to consider the implications, to reflect. My media, nutition and sports students are not asked/required to do this in a written format (to my knowledge) irrespective of gender. I would assume personally however, that woman are more easily able to reflect, if they are secure/confident enough to do so.

Emotion is linked with learning and not just on a superficial basis (are you ready and in the mood to learn, is it a good or bad day?). My students are often unsettled, not secure, their knowledge base is fragile and interwoven with often bad educational experiences. Power is a huge issue to consider, both male and female students perceive me as the ‘one who will sort it’, their security blanket and when I am not available they become emotional, cannot cope, their fragility is apparent. My own learning journey is actually just beginning, by putting myself in my student’s shoes and looking afresh at the value of reflection, how I see others, how I am perceived, how my behaviour affects judgements, how prior knowledge and experience shapes what i do professionally.