Critical Incident Reflection: Engaging the Souls of Pre-Service Teachers Reflective Teachers • • • • Are open-minded Are Responsible Approach teaching with wholehearted enthusiasm Are active learners who are able to make good choices and decisions about and within their practice. • Are able to learn from what they do as they do it. • Are open to growth and introspection • Are life long learners Pre-Service Teachers • Are newly evolving professionals without a large base of practical experience. • Rely on their own assumptions, conceptions, beliefs, dispositions and capabilities which they bring to the teaching experience (Zeichner and Gore (1990) • Are focused on responding to supervisors’ emphasis on acquisition of new technical skills • Are learning to survive in the classroom • Are confronted by the reality of challenging student behaviors that test self concept and confidence • Come to teaching with narrow perspectives bounded by their own educational experience and cultural ecology. Gould (2000) Why Use Critical Incident Reflection? • • • • • • • Provides an opportunity for teachers to clarify or reframe some misguided or preconceived ideas about students, learning and the teaching process. Provides an opportunity to use examples from their own practice to become aware of their values and beliefs Provides a deeper and more profound level of reflection because it goes beyond a detailed description on an event to analysis and reflection on meaning Allows teachers to identify underlying assumptions that directed their actions Helps teachers connect theory to practice through use of authentic settings Small group and online dialogue helps students share their points of view in a manner that enriches and expands internal conversations Helps students better understand and participate in the social rubric of the school. What is a Critical Incident? • An interpretation of the significance of an event. To explore a teaching event as a critical incident is a value judgment, and the basis of that judgment is the significance attached to the meaning of the incident. Critical incidents are created or produced by the way we look at a situation. Tripp (1993) • Critical incidents are often not dramatic or obvious: “they are mostly straight forward accounts of very commonplace events that occur in routine professional practice which are critical in the rather different sense that they are indicative of underlying trends, motives, and structures. These incidents may appear to be ‘typical’ rather than ‘critical’ at first sight, but are rendered critical through analysis” Tripp (1993) Critical Incidents Defined • Critical incidents do not need to be monumental or turning point events. They can re relatively minor incidents--everyday events that happen in every school and in every classroom. Ainscow (2000) • Events attain “criticality” via the justification, the significance, and the meaning given to them by participants. Roach and Kratochwill (2004) The Definition We Used • A critical incident can come from your observation in the classroom, school lunch room, the teachers’ lounge or the hallways of your student teaching placement. I t may involve a major behavioral issue with a student or between students, yourself and or your supervising teacher. It could just as easily be an everyday event or occurrence. “Events attain ‘criticality’ via the justification, the significance, and the meaning given to them by participants” Roach(2004). When something occurs in the classroom or the student teaching experience that intrigues the observer, it should be recorded as a critical incident.” Experiential Learning Cycle (Kolb) Concrete Experience Abstract Active Experimentation Reflective observation Abstract Conceptualization Kolb’s Four Step Model • Concrete Experience, is purely descriptive words (who, hat, where, when, how many, etc), describe the significant event that occurred. This part should read like the opening paragraph of a news article. Step 2 and 3, 4 • Reflective Observation, Write about the feelings and emotions you (and others) experienced about this event. This part deals with the affective component of the event. • Abstract Conceptualization, In this part, state what conclusions you have drawn from what you described in the first and second step. State what you learned about yourself and/or others in this part. • Active Experimentation How will your experience in this incident influence or impact your future actions. Three levels of Reflection • Technical reflection, relates to the effective application of skills and technical knowledge in the classroom setting (pre-service and new teachers) • Contextual, concerns reflection about the assumptions underlying specific classroom practices and consequences of practice • Dialectical, involves the asking of questions about moral, ethical or socio-political issues. LaBoskey (1993) Our Assignment, Part 1 Students fill out a form with these questions, then share their incidents in small groups. They also turn in a copy to the instructor for comments. They are encouraged to write observations and remarks on the form in response to questions and comments from group members. Small group decides on one of the critical incidents to be used in part 2 of the assignment. • • • • • • • What happened? How do/did I feel about what happened? What were my actions/approaches? How did my knowledge/skill influence what happened? What else would I like to learn? How would that inform my future decisions and actions? What did I learn about myself? Assignment, Part 2 Students post critical incident chosen by small group to large group discussion board. Student posting the incident answers the following questions when posting incident. In addition, members of class are required to post a meaningful response to at least three of the postings. 1. A brief description of the critical incident 2. Whose interests were served or denied by the actions of this critical incident? 3. What power relationships between principal, teachers, and students were expressed in this incident? 4. What did you learn that would affect he outcome of a similar incident in the future? 5. What questions do you have? Assignment, Part 3 • • • • • • Critical Incident Reflection Analysis (to by administered during the last session of class when students review all of the incidents they have submitted) 1. Can you identify a common theme running through your Critical Incident reports, if you addressed multiple issues list discuss those. Did you notice patterns of your teaching behavior that you want to keep? What are those behaviors? Did you notice teaching patterns that your would prefer to change? Which behaviors? Examine you Critical Incidents across the ten weeks, reflect on your development as a teacher over this period of time. As you review your teaching practices, to what extent were you able to translate what you learned in your coursework into practice? What changes would you make in the Critical Incident assignment to increase the meaning and value it had for you. Examples of Experiences • • • • • • • • • • “My supervising teacher takes over every time I establish a relationship with a student”. “I needed to physically manage a student…” “My student had a contagious disease and the principal refused to send him home” “A student’s father hit the principal during a manifestation determination hearing”. “I made a breakthrough….” “Student won’t work, calls me names…” “Two students started a fight.” “Student, threw soda, then bit me.” “I held a class meeting and it went very well.” “I had to take over the lesson…” Feelings About What Happened • • • • • • • • • • • “Frustrated because I couldn’t get him to comply before the behavior escalated” “Disappointed because I couldn’t follow through with the time-out because of the physical part.” “I was dumb struck. I can’t believe the school doesn’t have some sort of policy on this.” “I was afraid that I would not be able to get to him in the locked bathroom. “puts me in a position of not knowing what to do because either way I feel I fail” “I was very unsure about the situation.” “I was shocked.” “I was unsure of what to do in class…” “I feel really good about helping this student.” “I was stunned. I wasn’t sure of the correct procedure on how to handle the situation. I felt helpless, uninformed and unprepared to handle a situation like that. “My CPI training went out the window, instead of leaning in to get him to let go, I just took the pain. Some Conclusions • • • • • • • Pre-service teachers were diligent about recording and reflecting on critical incidents Many were not able to see the “in depth” ramifications and implications of the incident, but relied on surface explanations. Didn’t seem able to take it to the next step. Pre-service teachers often described their feelings via student feelings.. ”I felt sad for him, “ I felt frustrated for her because she didn’t remember the words.” Students often reported what they observed or were part of, in situations where they had little influence or control. Pre-teachers found it difficult to connect information and strategies in class with actual events. Pre-service teachers did a good job of reviewing their critical incidents to determine which teaching behaviors they wanted to keep or improve. Instructors discovered more about the job of surviving a pre-service teacher field assignment resulting in some changes in seminar curriculum.