Holding Critical Conversations About Teaching

Holding Critical Conversations About Teaching: An Effective Critical Reflection Tool ByDr. Deryck D. Pattron, Ph.DPublic Health Scientist & ConsultantChaguanas, Trinidad, West Indies :Holding Critical Conversations About Teaching: An Effective Critical Reflection Tool ByDr. Deryck D. Pattron, Ph.DPublic Health Scientist & ConsultantChaguanas, Trinidad, West Indies


Rationale :Rationale Brookfield (1995) stated that we must first understand ourselves in order to understand others and be able to see through the eyes of our students by becoming critical reflective practitioners and learners.


The Process :The Process We must first write an autobiography. Discuss the contents of the autobiography with our peers through the medium of conversations to crystallize reasoning, thinking and to generate ideas about learning and teaching.


Critical Reflection As A Social Process :Critical Reflection As A Social Process Critical reflection is a social process. Critical reflections occurs through conversation with peers. Colleagues perceptions gives us a clearer picture of what needs closer scrutiny.


Benefits of Critical Conversations :Benefits of Critical Conversations A critical imaginative process. To become aware of how much of our practice is judgmental or subjective. To breakdown isolation. New possibilities for our practice. New ways to analyze and respond to problems.


Disadvantages of Critical Conversations :Disadvantages of Critical Conversations Not everyone will participate or be willing to take part. Not necessarily critical. Can become a ground for reinforced prejudices. Vindictive and confrontational in a passive-aggressive way.


Need for Conversation Criteria :Need for Conversation Criteria Despite the advantages and disadvantages of conversations as an important social critical reflective tool for creative thinking, they are necessary for the generation of new insights. Brookfield, suggested that even though conversations are useful, it must follow a systematic and logical format with stipulated criteria.


Conversation Criteria or Commutative Virtues :Conversation Criteria or Commutative Virtues Tolerance Patience Respect for differences Willingness to listen Admit mistake Ability to reinterpret Restraint Disposition to express oneself honestly and sincerely


Purposing Guidelines for Conversations :Purposing Guidelines for Conversations Brookfield suggested that conversations must be guided in order for it to fruitful and productive. Brookfield suggested the following guidelines for conversations.


Ground Rules for Critical Conversations :Ground Rules for Critical Conversations Every conversation starts with reflective stocktaking of group’s progress and process. General assertions requires supportive evidence. Equal participation by all participants. Recognition of meritorious comments. Mandated silence by non-participants when others are participating.


Roles Assumed by Participants in Group Conversation :Roles Assumed by Participants in Group Conversation Theme poser = poses themes and topics for discussion. Reflective analysis = collects and analyses data. Scrounger = look for and collects relevant information. Devil’s advocate = find faults and opposes every suggestion or idea. Detective = looks for missed ideas and assumptions. Theme spotter = looks for trends. Umpire = assist in keeping the conversation on track.


Reduction of Roles for Participants in Group Conversation :Reduction of Roles for Participants in Group Conversation Despite the seven roles of participants in conversation groups. The number of roles can be reduced to three and still maintain functional integrity of group conversation.


The Three Role Structure for Participants in Group Conversation :The Three Role Structure for Participants in Group Conversation Storyteller = tells the story or topic of interest. Detective = probes assumptions and seeks clarification on ideas and data. Umpire = maintains order and focuses the group participants on the topic discussion.


Sequence of Flow of Information :Sequence of Flow of Information Storyteller-tells the tale The detective ask questions about event described The detective reports the assumptions The detective give alternative interpretations Experimental audit


Reference :Reference Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Franciso: Jossey: Bass. Pattron, D. (2008). Student Centered Learning. Manitoba: Jayde Online Network. Pattron, D. (2008). Approaches for Better Understanding of Diverse Cultural Backgrounds in the Classroom. Manitoba: Jayde Online Network.


The End :The End Thank You Dr. Deryck D. Pattron, Ph.D. Public Health Scientist & Consultant Chaguanas, Trinidad, West Indies