Becoming aware of the implicit assumptions that frame how we think and act is one of
the most challenging intellectual puzzles we face in our lives. It is also something we instinctively resist, for fear of what we might discover.
(Brookfield, S. 1995)
At the beginning, critical self-reflections were daunting; now I understand that maintaining a reflective practice is fundamental to the development of my teaching. By evaluating what I have done in class and using critical evaluations to adjust my strategies and prepare for my next class, I am able to learn from my experiences. Dewey (1933) believed that reflection begins in a state of doubt or perplexity. He encouraged child-centred learning and stressed the importance of each individual's lived experience as a starting point for learning. I also, value the importance of questioning lived experience. Through critical self-reflections I am able to see the development of my teaching and continue to improve my practice. There is only so much that one can learn through books. I believe that theory is only any benefit when it is applied and developed in practice. Being critical helps me make informed decisions about my actions. As Brookfield claims, it also helps in understanding the rationale behind my practice and why I teach what I teach. Being critical, allows me to investigate how students experience learning in my class. It gives me control of my reactions to my experiences and inhibits my morale as a teacher. Brookfield states, “by openly questioning our own ideas and assumptions… we create an emotional climate in which accepting change and risking failure are valued” (Brookfield, S. p. 25, 1993). Overall, it allows me to become aware of the effects my teaching strategies have on my students, and whether or not changes are necessary. As a facilitator of learning and as an art educator, it is almost second nature to teach what I practice. In Engaging Imagination, James and Brookfield (2014) explore the idea of developing a student through the development of their schoolwork with the use of self-reflections. They share examples of ways to progress students’ concept development and techniques for building confidence in the student through this reflective practice (James & Brookfield, 2014, p. 221). During my classes, I am adamant to include a reflective practice amongst the class. This occurs in class review sessions, group discussions and in individual reflective practices. This will be an integral part of my planning to ensure students are developing their skills in independent learning and self-growth. I consider reflection is key for successful learning for teachers, and for learners. Without being critical about my teaching, I believe that I would be teaching blind and hoping by chance everything is working out. With design as my background, I value process. Without being critical about the development of each of my classes, they would lack individualism and the opportunity to be unique. Therefore they would fail to encourage an artistic way of thinking. Through using critical reflections, I believe that my practice can only improve and development throughout my career. |