I had an hour to spare the other day so I decided I’d search YouTube for any videos of my favourite writer in education – Stephen D. Brookfield. I found this video, in which he makes a presentation on critical and creative thinking. The one-hour video does not do justice to the contents of his book “Becoming a Critically Reflective Teacher” (1995) but rather it provides a solid basis for wanting to read it, and in my case, re-read it.
This is a wonderful video in which Brookfield recounts his experiences with his own failures in education and how he managed to overcome these. He also uses the highly personal example of his own clinical depression to illustrate his point about assumptions. It’s well worth watching if you can spare an hour.
Stephen Brookfield’s teaching experience is rooted in Adult Education. As a primary school teacher, I find myself wondering whether his approaches to promoting critically reflective teaching are transferrable to the primary school context, particularly at infant level. I particularly note what he terms the Critical Incident Questionnaire. The three questions in the CIQ are as follows:
- At what moment in class this week did you feel most engaged with what was happening?
- At what moment in class this week were you most distanced from what was happening?
- What action that anyone (teacher or student) took this week did you find most affirming or helpful?
I like the idea of it but I know that it would not be viable in its current form in a Junior or Senior Infant classroom. The CIQ is voluntary and is supposed to be anonymous, so oral feedback in place of the standard, written CIQ would defeat the purpose of anonymous feedback. The language in its current form would have to be altered if the pupils were to engage with it properly. It would most likely have to be read aloud and explained by me in order to eliminate confusion. I would have to be mindful of pupils whose first language is not English. In order to collect feedback, I would have to rely to some extent on the children’s ability to write for the purposes of transmitting real meaning. This raises the ethical issue surrounding the guarantee of anonymity – many teachers can identify a pupil by their handwriting.
The other alternative is to send the CIQ home with them at the weekend and to get them to dictate their responses to their parents, who will in turn fill in these dictated responses, possibly by typing them up to preserve anonymity (a teacher can become accustomed to a parent’s handwriting as well!) and for return the following day. This isn’t a perfect solution either, as it relies on participation that one cannot and should not force. It also allows for the child’s answer to be influenced by the parent, which would render the feedback useless.
In less than a fortnight as I begin my ninth year in teaching, I will be embarking on my first experience teaching a Senior Infants class. I would like to use the CIQ in some form to improve their educational experiences, therefore I would welcome any suggestions or feedback from readers of this blog as to how I can best do this.