Becoming a Critically Reflective Teacher

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