Reflection-in-Action

Through observing the Take A Hike Burnaby teacher, I came to better understand reflection-in-action. Given the ever-fluctuating attendance, emotional states and unpredictable nature of her at-risk students, the teacher had to make quick decisions and adjust her plans multiple times a day. Sticking to the plan or making a wrong adjustment could lead to student meltdowns, serious conflicts or chaos in this classroom. It was really amazing to watch how this teacher could masterfully read her students, and in a moment decide what needed to be done to support their learning. Then she would seamlessly alter her actions or direct her support staff and volunteers.

Before my practicum, I assumed reflection-in-action and bumpy moments in teaching were virtually the same. I imagined that if my plans were not working and I needed to alter my course of action in the moment,  it would inevitably be quite problematic and sever as a trigger for my reflective cycle. However, through my practicums and particularly through my experience at Take A Hike, I learned that reflection-in-action and bumpy moments in teaching are not the same at all! A bumpy moment is when one fails to effectively reflection-in-action, or alter their course of action in light of their in the moment assessment of the situation. Needing to reflect-in-action is not a sign of weakness or poor planning. It is just the nature of teaching. Students are dynamic. Their needs change depending on so many factors. The same lesson plan may not work for two classes of the same subject and grade level depending on the class composition or even the time of day. Effectively changing one’s plans on the fly to suit the circumstance, namely, reflection-in-action, is not a cause for concern. Rather reflection-in-action is a skill.

Through watching my CFE school advisor I came to understand what Donald Schön means when he states that the ability to reflect-in-action is the true mark of a professional. He explains that reflection-in-action involves “intuitive knowing” of one’s performance with regards to one’s “knowledge-in-practice” (Schön, p. 276, 1991). The ability to instantaneously assess one’s own behaviour as it happens and discern how to improve it requires experience, knowledge and ultimately the ability to integrate the two.  I hope to one day become as perceptive, flexible, professional and wise as this teacher.