The following question is from The Reflective Journal by Barbara Bassot, Part 3, Theme 3.5 Problematic experiences, or positive ones?
“Choose one of the learning cycles discussed in this section. Now try applying it to an incident that has happened recently as part of your work or training. How useful was the model? How would you describe its strengths and weaknesses as a means of beginning to evaluate your professional practice?”
That photo says it all. Here’s my reflection based on Ghaye’s strengths-based model…
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Right now, I feel that I (and my team) have been successfully meeting the immediate needs of faculty who have had to quickly pivot to remote teaching online. I have been able to provide expertise via both one-on-one consulting and professional development sessions designed around relevant topics. Faculty have needed just-in-time information around Canvas and Zoom, in particular, including both the technical know-how and the pedagogical affordances of using these, as well as other, tools. I appreciate that faculty are hungry for the knowledge and that I have the skills to be able to share it.
However, it is as if we have just opened the doors to a brand new space. Online teaching is like a big, unfamiliar building. Many faculty just entering this new environment don’t have the full lay of the land yet. They have taken a few steps inside and gotten a cursory overview of the space. But we all know that there is so much left to explore. What I am thinking about a lot, is how do we continue to leverage that initial interest, to encourage faculty to take a walk around, try out some of the furniture, and maybe (hopefully) even do some redesigning?
I think that I can achieve this by continuing to nurture newfound relationships. I have met and worked with many new (to me) faculty in my college over the last couple of months. Most were feeling insecure and unsure about how to continue to do their jobs in our new reality of remote work. My colleagues and I have been knowledgeable resources with the experience and expertise to help guide them.
This dynamic reminds me of a book I am currently reading by Myla and Jon Kabat-Zinn, entitled Everyday Blessings: The Inner Work of Mindful Parenting. The authors talk about three foundations of mindful parenting: sovereignty, empathy, and acceptance. In thinking about these concepts, I can’t help but reflect on how we all look for these three things throughout our lives – well beyond the parent-child relationship. I think that honoring and building up those foundations of sovereignty, empathy, and acceptance in my professional relationships is the key to mindful and meaningful work and, in this case, may also help encourage faculty to forge ahead on their journey into this brave new world.
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I definitely tend to be a glass-half-full kind of person. Regardless of the situation, I tend to find myself looking for the silver lining. I believe strongly that there are lessons in everything that happens in our lives. I also tend to diminish my own accomplishments/talents/successes. Therefore, I do think that Ghaye’s model of focusing on successes works well for me. It resonates with my world-view. I’m going with it!
Bassot, B. (2016). The reflective journal. Palgrave Macmillan.
Ghaye, T. (2011). Teaching and learning through reflective practice: A practical guide for positive action. Abingdon: Routledge.
Kabat-Zinn, M., and J. (1997). Everyday blessings: The inner work of mindful parenting. New York: Hyperion.
Osterman, K.F., and Kottkamp, R.B. (2004). Reflective practice for educators, 2nd ed. Thousand Oaks, CA: Corwin Press.