- Share ideas effectively
- explain clearly
- make connections
- justify opinions
- decide on relevance and truth
- examine contributions critically
- be publicly accountable
Like Alistair Pennycook in Critical Pedagogies (2004) I want to introduce a critical element into my analysis of my teaching. As he says, "my aim is to be a bit disruptive." I don't think that my learning would be advanced if it were not for this critical element. In his writing he is discussing his observation of a student teacher at work, and in my writing I am reflecting on myself as a learning teacher at work.
In my research I want to link the questions I have about my teaching to "a broader social agenda" so as not to "reproduce my own or a current social agenda". I am trying to reappraise the frames of knowledge or "problematising" my own practice. I want to cast doubt on the categories we employ to understand the social world, of which teachers are a part. I want to keep questions of "language, discourse, power and identity to the fore." (p. 330).
In my research journal what I am looking for are "those critical moments when we seize the chance to do something differently, when we realise that some new understanding is coming about." For all the planning that I've been doing, these moments cannot be explicitly planned for, but I've got to be ready, to look out for them: a comment that shifts the discourse, or moments of potential transformation when someone 'gets it' as Pennycook says.
Points for investigation in the next few weeks:
- How are my students engaging in the opportunities for language and learning?
- How am I attempting to create these opportunities?
- What can I learn about learning (and my impact on the students) from my students?