I have been working with some colleagues on my reflective practice. As a result of these initial conversation I have been playing with the role of reflection in my daily life and around my work. The first result - which I nervously share here - looks at a critical incident from my teaching this week and relates to our reflective study on the use of physical literacy as a cornerstone of our teaching:
It hung like a bad smell
Their discomfort: palpable
They hadn’t got it
Maybe it was just a bit too clever
Or maybe they weren’t cleverenough
Wait on! I’m the teacher. It’s notabout learning it wrong
It’s about my teaching it right.
So it’s my fault?
Well, our fault.
They tried to explain the concepts andideas but they simply couldn’t
I tried to help, to explain, but Iwasn’t far ahead of them.
A couple of steps maybe
Truth be told I found it a challengetoo but could re-consider it in light of my prior experiences
We moved the ideas forwards, but itwasn’t easy as they had their own misunderstandings to overcome.
Then she spoke about her fundamentalconcerns. But...No. Wait a second. She was sorry for thinkingdifferently. For not agreeing
When was it decided that she couldn’t have an opinion?
Who was it decided that I was rightand she wrong?
Was I really the infallible expert?
No! You should challenge things Isaid. Find fault. Question everything
You should accept nothing at facevalue.
Try before you buy. Look at thingsthrough your lenses
She responded...fundamentallyit...hadn’t...couldn’t...No. Not couldn’t... didn’t work for her
She saw some obvious flaws.
This doesn’t work.
Not for her.
Not in physical education.
But why? I tried to explain but theflaw was there and it wasn’t to be shifted.
Should I shift it? No. I should let herfind meaning for herself
But the fault lies not with her.
The theory? The practice? Praxis?
Well, I’m the teacher. I must striveto find the solution
The fault is mine!
My pedagogy? My knowledge?
Who does understand and can explain?
Me? She? They
Want to be practitioners
Find a teacher solution
Put it into teacher talk
Take smaller steps