Continuous Assessment No 1

Tutorial Papers
Paper 3:
BROOKFIELD BECOMING CRITIALLY REFLECTIVE CHAPTER TWO

Student number:

G00305550

Student Name:

Alan Burke

Module Title:

Professional Studies

Module Leader:

Dr. Pauline Logue Collins

Mr. Kevin Maye

Programme:

B. Sc (Hons) in Design Technology and Education

Year:

Date Submitted:

24th November 2015

SUMMARY - BROOKFIELD BECOMING CRITIALLY REFLECTIVE - CH2

Stephen Brookfield suggests that the path to discovering the worth of your teaching is
through a process of critical reflection. The advantages of one being a critically reflective
teacher, for Brookfield, is that they gain an increased awareness of his or her teaching from
numerous points of view, which he calls The Four Lenses. They are as follows:
1. The autobiographical
2. Our students eyes
3. Our colleagues eyes
4. Theoretical literature
These lenses serve as four separate tunnels of vision that we as teachers can use to reflect
on our teaching. The idea of the four separate lenses is so that we dont reflect from just
one viewpoint, which could be classed as tunnel of vision, we use multiple viewpoints.
They provide us with a foundation for good teaching and when applied, the ability to
become excellent teachers.
The autobiographical lens or self-reflection lens is what Brookfield refers to as the first step
on the critical path. Teachers view their practice from the other side and connect to their
student experience. They "become aware of the paradigmatic assumptions and instinctive
reasonings that frame how we work (Brookfield, 1995, pp. 29-30). By doing so, it allows us
to identify certain aspects of our teaching, so we can consult with students, colleagues and
books and adjust some of these identified aspects accordingly.
The ability to view our teaching from our students eyes is what Brookfield describes as
making us aware of those actions that confirm or challenge power relationships in the
classroom (Brookfield, 1995, p. 30). It also helps us examine whether students take from
our teaching what we had intended. The value of this is such that it allows us to adjust the
approach we used and alter it accordingly in the future.
Colleagues can see the hidden habits we possess as teachers and unravel the shroud of
silence in which our practice is wrapped (Brookfield, 1995, p. 35). The value in this is the
fresh pair of eyes which can view your teaching. These eyes can highlight aspects of our

teaching we may otherwise have been blind to, due to the tunnel vision as I mentioned in
paragraph one.
The fourth and final lens relates to the use of theoretical literature. He states that reading a
theoretical analysis that offers an alternative interpretative framework for a situation can be
life-saving or at least career saving (Brookfield, 1995, p. 37). Frustration can at times be
the straw that breaks the camels back, Brookfield believes that by referring to theoretical
literature it can offer us as teachers into insights of methodologies to solve problems we all
encounter with students or situations throughout our careers.
In conclusion, the use of the four lenses will benefit us as teachers. There may create
situations in which we may have to suffer some constructive criticism and possibly feel
uncomfortable with our own thoughts and the feelings of others. This ultimately will lead us
along the career long path where a good teacher begins to flourish into that of an excellent
one.

CRITICAL REFLECTION - BROOKFIELD BECOMING CRITIALLY

REFLECTIVE - CH2
I found this piece of writing difficult to comprehend at times. However I can now fully
appreciate both the need for critical reflection and the end benefits of doing so. When I
think back, perhaps unknown to myself, I can see that I have been a person who reflects
quite naturally. We as educators must practice critical reflection and self-evaluation, this is
important for ourselves, our students and a wider school community, but it can also hold
true as a good model of reflection for many things in life.
Brookfield states that critical reflection focuses on the hunting of assumptions (Brookfield,
1995, p. 28). The best way to unearth these assumptions is to look at these from as many
unfamiliar angles as possible. We do so by the use of his four lenses, and each of these
highlight different elements of our teaching. From observations performed during my
college course and also having myself fallen into the trap of teaching students the way I
learn best it has become evident to me that this is failing to critically assess your
performance as a teacher. Having the knowledge of Brookfields lenses I now know I can

better reflect on those classroom situations where I find myself saying this way just isnt
working.
Ben Miller from the University of Sydney believes while good teachers may engage with
the first two lenses, excellent teachers will deeply engage in those processes and may also
look to peers for mentoring, advice and feedback (Miller, 2010). It is important for us as
teachers and even more important as soon to be NQTs to not be afraid engage in such
practices like this. It ultimately can only benefit us a new teachers. Our teaching practice
supervisors serve as vital element to our training in this way. We can often be blind to our
own mistakes, and engagement in peer mentoring can highlight these mistakes early before
they develop into habit which can be harder change, years into the profession.
Donald Schoen coined the phrases of reflection-in-action, and reflection-on-action.
Reflection-in-action is often referred to as thinking on our feet. It involves looking to our
experiences, connecting with our feelings to inform our actions in the situation that is
unfolding (Smith, 2005). The act of reflecting-on-action enables us to spend time exploring
why we acted as we did. Both are important skills to have as a teacher. Reflection can often
be associated with acts that have happened, but the ability to think on your feet is vital. It
can be the difference between a situation being nipped in the bud or rapidly escalating.
Reflection is a powerful tool. It can transform an experience into a genuine learning. When
we stop, reflect, and think about our actions we learn. For me it is this learning which
provides the motivation to perform better next time. Reflection isnt a bad thing, it is a
stepping stone on the journey from being a good teacher to that of a great one.

BIBLIOGRAPHY
Brookfield, S. (1995). Becoming Critically Reflective Teacher. Jossey-Bass Higher Education for Adults.
Miller, B. (2010). Brookfield's Four Lenses: Becoming a Critically Reflective Teacher. Retrieved from
The University of Sydney:
http://sydney.edu.au/arts/teaching_learning/academic_support/Brookfield_summary.pdf
Smith, M. (2005). donald schon (schn): learning, reflection and change. Retrieved from infed.org:
https://www.andrew.cmu.edu/user/skey/research_prev/reading/reflection_educational_rol
e/et-schon.htm