پژواک فریب (سری پژواک، جلد دوم)

A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you... Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential. Cover......Page 1 Title Page......Page 5 Copyright......Page 6 Contents......Page 7 Preface......Page 9 About the Author......Page 17 Chapter 1: What Is Critically Reflective Teaching?......Page 21 Critically Reflective Teaching......Page 22 Paradigmatic Assumptions......Page 25 Prescriptive Assumptions......Page 26 How Do We Examine Assumptions?......Page 27 Theory and Research......Page 28 So What Makes Reflection Critical?......Page 29 Critical Reflection as the Illumination of Power......Page 30 Dominant Ideology......Page 31 Unearthing Power Dynamics......Page 34 Critical Reflection as Uncovering Hegemony......Page 36 Conclusion......Page 39 Commonsense Assumptions about Good Teaching......Page 41 Assumptions of Power......Page 46 The Circle......Page 48 The Teacher as Fly on the Wall......Page 51 Conclusion......Page 56 Chapter 3: Uncovering Hegemonic Assumptions......Page 59 I Must Motivate My Students by My Charismatic Singularity......Page 61 It’s All under Control......Page 65 Washing Clean the Stain of Resistance......Page 67 The Perfect‐Ten Syndrome......Page 70 Deep Space Nine: The Answer Must Be out There Somewhere......Page 73 We Meet Everyone’s Needs......Page 74 I Can Fix Racism (Sexism, Classism, Ableism)......Page 76 Conclusion......Page 79 Chapter 4: The Four Lenses of Critical Reflection......Page 81 Students’ Eyes......Page 82 Colleagues’ Perceptions......Page 86 Personal Experience......Page 89 Theory......Page 92 Conclusion......Page 95 Chapter 5: Clarifying the Benefits of Critical Reflection......Page 99 It Helps Us Take Informed Actions......Page 100 It Helps Us Develop a Rationale for Practice......Page 101 It Helps Us Survive the Emotional Roller Coaster of Teaching......Page 104 It Helps Us Avoid Self‐Laceration......Page 106 It Enlivens Our Classrooms......Page 108 It Keeps Us Engaged......Page 109 It Models the Democratic Impulse......Page 112 It Increases Trust......Page 113 Conclusion......Page 115 Students’ Eyes and Student‐Centeredness......Page 117 The Unwitting Diktat: An Illustration of Power Dynamics......Page 120 The One‐Minute Paper......Page 121 The Muddiest Point......Page 122 Clickers......Page 123 Social Media......Page 124 TodaysMeet......Page 126 The Critical Incident Questionnaire......Page 127 Helping Resisters Realize They Are in a Minority......Page 130 Using CIQs with Small and Large Classes......Page 131 Letter to Successors......Page 132 Conclusion......Page 133 Chapter 7: Learning from Colleagues’ Perceptions......Page 135 Creating Critically Reflective Conversations......Page 137 Start‐up Sentence Completion......Page 139 Beginning the Conversation with Critical Incidents......Page 141 Chalk Talk......Page 143 The Circular Response Method......Page 144 Bohmian Dialogue......Page 146 Critical Conversation Protocol......Page 148 Conclusion......Page 153 Chapter 8: Team Teaching as Critical Reflection......Page 155 Providing Emotional Grounding......Page 157 Modeling Critical Reflection for Students......Page 160 Negotiating Vulnerability......Page 164 Learning Risk and Embracing Uncertainty......Page 167 Confirmatory Critical Reflection......Page 169 Conclusion......Page 171 Chapter 9: Using Personal Experience......Page 173 Graduate Study......Page 175 Professional Development Workshops......Page 177 Conference Attendance......Page 179 Recreational Learning......Page 181 The Story Continues . . .......Page 183 Final Scene . . .......Page 186 Conclusion......Page 190 Chapter 10: Learning from Theory......Page 191 It Drops Bombs of Productive Dissonance......Page 193 It Opens New Worlds......Page 194 It Helps Us Recognize Ourselves......Page 196 It Stops Us Accepting Groupthink......Page 198 Narrative Theorizing......Page 200 Scholarly Personal Narrative......Page 201 A Productive Theoretical Insight: Repressive Tolerance......Page 204 Conclusion......Page 206 Chapter 11: Incorporating Social Media and Back‐Channel Communication......Page 209 Assumptions about Social Media......Page 211 Social Media as a Lens on Practice......Page 213 Power and the Use of Social Media......Page 216 Back‐Channel Communication and Student Decision Making......Page 220 Conclusion......Page 224 Why Is Critical Reflection on Race and Racism So Difficult?......Page 227 The Problem of Perspective Taking......Page 228 Defining Racist and Racism......Page 229 The Slippery Nature of Racial Microaggressions......Page 230 Using Narrative Disclosure to Set a Tone for Examining Race......Page 232 Colleagues as Critical Lenses on Race......Page 236 We Need to Prep Students......Page 237 Modeling by Leaders Is Crucial......Page 239 Conversations about Race Will Not Produce Solutions......Page 240 Normalizing Racism......Page 242 Conclusion......Page 243 Chapter 13: Negotiating the Risks of Critical Reflection......Page 245 Impostorship......Page 247 Dealing with Impostorship......Page 249 Cultural Suicide......Page 251 Avoiding Cultural Suicide......Page 253 Lost Innocence......Page 255 Marginalization......Page 257 Avoiding Political Marginalization......Page 259 Conclusion......Page 261 Chapter 14: Practicing Critically Reflective Leadership......Page 263 What Is Critically Reflective Leadership?......Page 265 Colleagues’ Perceptions......Page 266 Theory......Page 267 Personal Experience......Page 268 Embedding Critical Reflection in Meetings......Page 270 The Circle of Voices......Page 271 The Critical Incident Questionnaire (CIQ)......Page 272 Clearness Committee......Page 273 Appreciative Pause......Page 274 Modeling Critically Reflective Leadership......Page 275 Conclusion......Page 278 Bibliography......Page 281 Index......Page 293 EULA......Page 307 Cover 1 Title Page 5 Copyright 6 Contents 7 Preface 9 About the Author 17 Chapter 1: What Is Critically Reflective Teaching? 21 Critically Reflective Teaching 22 Types of Assumptions 25 Paradigmatic Assumptions 25 Prescriptive Assumptions 26 Causal Assumptions 27 How Do We Examine Assumptions? 27 Students’ Eyes 28 Colleagues’ Perceptions 28 Personal Experience 28 Theory and Research 28 So What Makes Reflection Critical? 29 Critical Reflection as the Illumination of Power 30 Dominant Ideology 31 Unearthing Power Dynamics 34 Critical Reflection as Uncovering Hegemony 36 Conclusion 39 Chapter 2: Uncovering Assumptions of Power 41 Commonsense Assumptions about Good Teaching 41 Assumptions of Power 46 The Circle 48 The Teacher as Fly on the Wall 51 Conclusion 56 Chapter 3: Uncovering Hegemonic Assumptions 59 I Must Motivate My Students by My Charismatic Singularity 61 It’s All under Control 65 Washing Clean the Stain of Resistance 67 The Perfect‐Ten Syndrome 70 Deep Space Nine: The Answer Must Be out There Somewhere 73 We Meet Everyone’s Needs 74 I Can Fix Racism (Sexism, Classism, Ableism) 76 Conclusion 79 Chapter 4: The Four Lenses of Critical Reflection 81 Students’ Eyes 82 Colleagues’ Perceptions 86 Personal Experience 89 Theory 92 Conclusion 95 Chapter 5: Clarifying the Benefits of Critical Reflection 99 It Helps Us Take Informed Actions 100 It Helps Us Develop a Rationale for Practice 101 It Helps Us Survive the Emotional Roller Coaster of Teaching 104 It Helps Us Avoid Self‐Laceration 106 It Enlivens Our Classrooms 108 It Keeps Us Engaged 109 It Models the Democratic Impulse 112 It Increases Trust 113 Conclusion 115 Chapter 6: Seeing Ourselves through Students’ Eyes 117 Students’ Eyes and Student‐Centeredness 117 The Unwitting Diktat: An Illustration of Power Dynamics 120 The One‐Minute Paper 121 The Muddiest Point 122 The Learning Audit 123 Clickers 123 Social Media 124 TodaysMeet 126 The Critical Incident Questionnaire 127 Detecting Problems before They Get out Of Hand 130 Justifying Why You Use Different Teaching Approaches 130 Helping Resisters Realize They Are in a Minority 130 Using CIQs with Small and Large Classes 131 Letter to Successors 132 Conclusion 133 Chapter 7: Learning from Colleagues’ Perceptions 135 Creating Critically Reflective Conversations 137 Start‐up Sentence Completion 139 Beginning the Conversation with Critical Incidents 141 Chalk Talk 143 The Circular Response Method 144 Bohmian Dialogue 146 Critical Conversation Protocol 148 Conclusion 153 Chapter 8: Team Teaching as Critical Reflection 155 Providing Emotional Grounding 157 Modeling Critical Reflection for Students 160 Negotiating Vulnerability 164 Learning Risk and Embracing Uncertainty 167 Confirmatory Critical Reflection 169 Conclusion 171 Chapter 9: Using Personal Experience 173 Graduate Study 175 Professional Development Workshops 177 Conference Attendance 179 Recreational Learning 181 The Story Continues . . . 183 Final Scene . . . 186 Conclusion 190 Chapter 10: Learning from Theory 191 What Reading Theory Does for Us 193 It Drops Bombs of Productive Dissonance 193 It Opens New Worlds 194 It Helps Us Recognize Ourselves 196 It Stops Us Accepting Groupthink 198 Narrative Theorizing 200 Scholarly Personal Narrative 201 A Productive Theoretical Insight: Repressive Tolerance 204 Conclusion 206 Chapter 11: Incorporating Social Media and Back‐Channel Communication 209 Assumptions about Social Media 211 Social Media as a Lens on Practice 213 Power and the Use of Social Media 216 Back‐Channel Communication and Student Decision Making 220 Conclusion 224 Chapter 12: Applying Critical Reflection to Teaching Race and Racism 227 Why Is Critical Reflection on Race and Racism So Difficult? 227 The Problem of Perspective Taking 228 The Ideology of White Supremacy 229 Defining Racist and Racism 229 The Slippery Nature of Racial Microaggressions 230 The Inability of Whites to See Themselves as Racial Beings 232 Using Narrative Disclosure to Set a Tone for Examining Race 232 Colleagues as Critical Lenses on Race 236 What Students’ Eyes Tell Us about Examining Race in the Classroom 237 We Need to Prep Students 237 Modeling by Leaders Is Crucial 239 Conversations about Race Will Not Produce Solutions 240 Normalizing Racism 242 Conclusion 243 Chapter 13: Negotiating the Risks of Critical Reflection 245 Impostorship 247 Dealing with Impostorship 249 Cultural Suicide 251 Avoiding Cultural Suicide 253 Lost Innocence 255 Marginalization 257 Avoiding Political Marginalization 259 Conclusion 261 Chapter 14: Practicing Critically Reflective Leadership 263 What Is Critically Reflective Leadership? 265 Followers’ Eyes 266 Colleagues’ Perceptions 266 Theory 267 Personal Experience 268 Embedding Critical Reflection in Meetings 270 The Circle of Voices 271 The Critical Incident Questionnaire (CIQ) 272 Clearness Committee 273 Appreciative Pause 274 Modeling Critically Reflective Leadership 275 Conclusion 278 Bibliography 281 Index 293 EULA 307 A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you ... 'ul -Align your teaching with desired student outcomes -See your practice from new perspectives -Engage learners via multiple teaching formats -Understand and manage classroom power dynamics -Model critical thinking for your students -Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential