Name of Student:

Terence Cunniffe

Article/Reading: Brookfield,
Chapter 1: What it Means to be a Critical Reflective Teacher
Chapter 2: Becoming a Critically Reflective Teacher
CONCISE SUMMARY OF READING
Brookfield begins by establishing his belief that an uncritical stance by a teacher
towards their own practice sets them up for a lifetime of frustration. Nothing
seems to work out as it should, their continuing inability to control what looks
like chaos only fuels frustration and highlights incompetence in their eyes.
Brookfield explains that one of the hardest things teachers have to learn is that
the sincerity of their intentions does not guarantee the purity of their practice.
He describes this as teaching innocently, which means thinking that the
meanings and significance teachers place on their actions are the ones that
students take from them. The need to break this viscous circle of innocence and
blame is one reason why critical reflection is crucial for teachers survival.
Teachers tend to accept the blame for problems that are not of their own making.
They believe that all resistance to learning displayed is caused by their
unpreparedness.
Critical reflection is just one particular aspect of the larger process of reflection,
which without we would run the continual risk of making poor decisions and bad
judgements. Brookfield believes assumptions play a key role in how we think.
Assumptions give meaning and purpose to who we are and what we do,
becoming aware of our own assumptions that frame how we think and act is one
of the most challenging intellectual puzzles we face. It is also something that is
feared because of what we might discover. Brookfield identifies three broad
categories of assumptions,

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Paradigmatic assumptions
Prescriptive assumptions
Casual assumptions

Teachers fall into habits of justifying what they do by reference to common

sense and that their own justifications although unproven are valid. Brookfield
identifies several examples (p4 -7) where common sense on its own is a
notoriously unreliable guide to an action.
While the term critical reflections is becoming more and more popular with
teachers it is important to note that the reflection is not by definition, critical. It
is quite possible to teach reflectively while focusing solely on the nuts and bolts
of the classroom. However just because reflection is not critical does not mean it
is not important or necessary in every day decision making. Reflection only
becomes critical when it has two distinctive purposes. The first is to understand
how considerations of power reinforce or distort the educational processes and
interactions. The second is to question assumptions and practices that seem to
make teachers lives easier but work against their long term interests. It is
important to understand how power over learning can become power with
learners. In this chapter Brookfield proceeds to identify and evaluate several
modern teaching strategies and examines them externally reflecting on the
advantages and disadvantages of each for both student and teacher (p9 14).
Critically reflective teachers can stand outside their practice and see what they
do in a wider perspective. They are able to distinguish between justifiable and
necessary dedication to students wellbeing and a self-destructive workaholism.
They have well-grounded rationale for their practice, which they use to help
them make difficult decisions in certain situations. Critically reflective teachers
accept that teaching does not always go to plan, they understand that the ever
increasing class numbers and the growing range of abilities within the class
means it is almost impossible to achieve what is often referred to as the perfect
ten. The critically reflective also know that teacher assessment and performance
appraisal mechanisms that reward perfect scores are not always best for the
students needs. Teachers are almost bound to be right if they never challenge
students automatic ways of thinking. It is believed by Brookfield, that those
consistently scoring highly are just as likely to be doing as much right as they are
wrong.
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The assumption that good teachers meet all students needs all the time is
guaranteed to leave us feeling incapable and demoralized. Comparing good
teaching with a widespread feeling among students that you have done what
they wanted ignores the dynamics of teaching and prevents significant learning.
Significant learning and critical thinking should evoke a mix of feelings and
emotions anger and confusion are as important as pleasure and clarity.
Brookfield concludes the first chapter by highlighting what he believes to be the
six reasons why learning critical reflection is important. They include,

It
It
It
It
It
It

helps us take informed actions

helps us develop rationale for practice
helps us avoid self-laceration
grounds us emotionally
enlivens our classroom
increases democratic trust

In chapter two Brookfield emphasises the difficulties associated with teachers

attempting to become aware of their own assumptions, he believes it to be a
puzzling and contradictory task. No matter how much we may think we have an
accurate sense of ourselves, we are obstructed by the fact that we are using our
own interpretive filters to become aware of our own interpretive filters.
Brookfield explains that to become critically reflective, teachers need to find
some lenses that reflect back to them a stark and differently highlighted picture
of who they are and what they do. He wants to explore how teachers can see
their practice in new ways by standing outside themselves and viewing what
they do through four distinct lenses and how each of these lenses illuminates a
different part of their teaching. Brookfield names these four lenses which they
should view themselves through as the following, (p29 37)
1.
2.
3.
4.

Our autobiography as teachers and learners

Our students eyes
Our colleagues and experiences
Theoretical literature

In conclusion throughout these two chapters, Brookfield scrutinizes several

everyday teaching practices as outsider looking in at them. This offers an
insightful read on the effects of critical reflection while analysing and evaluating
your own actions from various angles with a view to improvement. It is implied in
the two chapters that if teachers promote critical thinking within themselves and
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their classrooms, it will highlight the values of justice, fairness, respect and
compassion. In pedagogic terms, this means creating a democratic classroom.

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CRITICAL REFLECTION
In these chapters Brookfield explores deep reflective practice and various ways
of becoming a reflective teacher by implementing reflective practice into the
classroom.

The reading of these two chapters has deepened my belief that it is

essential for teachers as educators to practice critical reflection and selfevaluation in order to review and enhance their own development in how they
understand their students individual needs and how teachers believe they are
catering for their students needs. Teachers need to recognise that learning is a
continuous process derived from the experiences of the learner (Kolb, 1984, p.
27) and it is only from thinking about their own experiences that they can
change. A primary purpose for reflection enables teachers to come to an
understanding of how teachers see students and how teachers see themselves in
the educational relationship (Walsh, 2011, p. 15).

Brookfields opening

statement of chapter 1 we teach to change the world, really emphasizes the

importance of education and the effect a teacher can have on a student.
Brendan Walsh in the very beginning of his book Education Studies in Ireland
echoes this statement on the importance of teaching when he explains that the
quality of teaching is fundamental to the future of society, including social
cohesion, citizenship, competitiveness and for economic recovery (Walsh, 2011,
p. ix).
The concept of reflection is not new in educational circles. John Dewey one of the
greatest and most controversial educational philosophers of the past century
defined reflective thought as

being active, persistent and requiring careful

consideration of any beliefs or knowledge in relation to the grounds that support

it (Dewey, 1933, p. 118). In Brookfields Chapter 1 he too highlights the
importance of viewing things from several various viewpoints before teachers
can truly understand an action. Brookfield believes teachers easily fall into habits
of justifying what they do by reference to common sense and that their own
justifications although unproven are valid. I find it interesting that Brookfield
highlights teachers assumptions as playing a key role in how they think.
Assumptions give meaning and purpose to who we are and what we do,
becoming aware of our own assumptions that frame how we think and act is one
of the most challenging puzzles we face.
As my journey to becoming an NQT is nearing an end I believe understanding the
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power of my assumptions and how I believe a lesson should go will help me

immensely. Its easy to go into a classroom believing you are 100% prepared
youve talked to your peers, other experienced teachers and observed how other
teachers teach but what is important to note is, as an NQT you have no
reputation built up in the school, you are not your peers or the teachers you
observed, what works for them may not presumably work for you. Students will
attempt to question your authority and this is when you need to be able to think
on your feet, you need to be able to step outside of your own thoughts and look
at what is really happening. Donald Schon in his book The Reflective Practitioner
recognises two states of reflection which he believes describes how professionals
think about their work (Schon, 1983).

Reflection on action
Reflection in action

The process of reflection on action is probably the one that we are most familiar
with. It is most often used to reflect on or evaluate a lesson or an action to
determine if it achieved its purpose this in turn forms the basis of your next
lesson or plan. Whereas the process of reflection in action is a decision making
process which we use to take actions or make decisions on the spot, the kind of
thinking on your feet that was described earlier (Dolan, 2009, p. 142).
Often teachers will have a misleading preconceived understanding etched into
their minds of how teachers and pupils should behave in classrooms (Dolan,
2009, p. 140). These beliefs stem from a variety of sources, their own
educational experiences, media representations of good and bad teaching and
their own internal beliefs and assumptions of what a classroom should look like.
If these beliefs go continually unchallenged will leave them feeling incapable and
demoralized. Brookfield explains that teachers need to be able to distinguish
between justifiable and necessary dedication to students wellbeing and a selfdestructive workaholism. Brookfield believes that to effectively reflect teachers
need to analyse their work from the outside in. He identifies four lenses through
which they should look through to develop a better understanding of their own
practice. Initially at first glance these lenses seem elaborate and complicated but
when broken down into simpler terms the four lenses are simply about creating a
check list for a teachers self-evaluation. They require teachers to look at
themselves through their own eyes, their students eyes, their peers and
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colleagues eyes and finally to review relative literature in relation to teaching

strategies. By incorporating these lenses teachers can then evaluate their
teaching through monitoring students grades and integrating student teacher
feedback into lessons through an exit card system or worksheets. It is also
important to note teachers should not be afraid to ask for help as inevitably it
does highlight a teachers willingness to want to improve.
In

conclusion

Brookfield

provides

solid

evidence

which

emphasises

the

importance of effective critical thinking. He examines several everyday teaching

strategies from a critical viewpoint which for me really highlights the value of
constantly evaluating your own teaching practice. This is where Brookfields four
lenses really enable you to scrutinize the finer details of your lessons. The most
important learning for me from these chapters however is the recognition that
teaching is an ongoing process rather than an instant perfection. This idea of
teachers becoming lifelong learners is has become more and more apparent with
the introduction of CPD training by the Teaching Council. The Council is seeking
to foster a culture of powerful professional learning based on teachers active
engagement in their own learning, for their benefit and that of their students
(Council, 2015). A teachers willingness to adapt and change their own strategies
helps to establish them as role models and demonstrates that they are lifelong
learners in order to engage similar attitudes in their students. This will in turn I
believe will benefit the creation a more positive, inclusive student centred
environment.

LIST OF REFERENCES
Council, T. (2015). Cosn Draft Framework for Teachers Learning. Kildare: Teaching
Council.
Dewey, J. (1933). How We Think: A Restatement of th Relation of Reflective
Thinking to the Educative Pocess. Boston: D.C. Heath.
Dolan, B. W. (2009). A guide to Teaching Practice in Ireland (Vol. 1st). Dublin: Gill
and MacMillan.
Kolb, D. A. (1984). Experiential Learning. USA: Prentice Hall International .
Schon, D. (1983). The Reflective Practitioner How Professionals Think in Action. New
York: Basic Books.
Walsh, B. (2011). Education Studies in Ireland (1st ed.). Dublin: Gill & Macmiillan.
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