Critical incident 2 – video

Last week, a series of incidents occurred which brought together some general ideas I’d been having for the last couple of years about the teacher’s role in the classroom, and student-teacher relationships. I’ve made a short video describing my thought process, the events, and the effect of the events on my attitudes to this topic now.

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3 thoughts on “Critical incident 2 – video”

  1. Last week, in the module on materials design, I had a chat with someone about how spoken reflections and reactions are really quite different from written ones in the way that you process the information while you’re producing them. Process writing helps you to clarify your ideas as you go, making them less jumbled and more coherent, and seeing them expressed in full sentences can help you to sound them out – how far you actually agree with them, what connections they have, and so on. I do think that spoken reflection might have more content though, because you’re more likely to say something without thinking about it than write something without thinking about it. If you record it, it might provide a more honest picture of the contents of your head when reacting to something, which you can then apply the same post-evaluation and analysis to as you would in process writing.

  2. I enjoyed this very much and found it enlightening as I have never consciously considered the issue. The video is emotionally engaging and the medium drew me into the situation and caused me to reflect on past and present situations and relationships with students mid-vlog. It appears your intuition encouraged reflection on the appropriacy of professional relationships at just the right time. Given the number of teachers that are married to or in a relationship with ex-students in our staffroom, it isn’t always cut and dry!

    1. You’re definitely right there – I think beliefs in this area, as much as any of the principles we found our teaching practice on, have to be personally constructed according to how we see ourselves and our role in the classroom. I really do think it’s rarely appropriate to make a blanket rule in this area even just for application to yourself, so I wouldn’t prescribe one approach or one set of principles concerning teacher roles to a multitude of teachers. We’re all different in our beliefs and practices, never more so than in how we see our roles in learners’ lives.

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