To analyse dimensions of our ‘selves’

Aim

To analyse dimensions of our ‘selves'.

Evidence and reflection

Think of specific and memorable incidents in which you were centrally involved. Try to identify the most prominent characteristics of your ‘self' which they reveal. It may be helpful to situate your reflection (e.g. as a ‘parent', as a ‘child', as a ‘pupil', as a ‘trainee', as a ‘teacher').

Try to identify:

• Dreamer spots (parts you would like to develop)

1. ...

2. ...

3. ...

• Blind spots (parts you do not often face up to)

1. ...

2. ...

3. ...

• Public display (parts you publicly present)

1. ...

2. ...

3. ...

• Untapped reservoir (parts you think might be there)

1. ...

2. ...

3. ...

It would probably be beneficial to do this exercise with a friend. It could help you to deepen your understandings, share and explain your perceptions, whilst providing mutual support.

Extension

Clearly, the challenge of being a reflective teacher is intimately bound up with reflection on such personal issues. It is about replacing blind spots with insights, about developing dreams and ideals into realities, about tapping potential and facilitating learning.

More in this chapter

• To compare your personal values with the statements developed by the Teaching Councils
• To reflect on your own decision to become a primary school teacher
• To identify general aims which you hold for your pupils' learning
• To identify value commitments and ideologies through consideration of educational policy statements
• To enhance your awareness of how social situations impact on your sense of self
• To adopt a courageous approach to risk-taking in our teaching
• To explore one of the features of 'growing up'
• To identify how children feel about themselves in a school context
• To find out young people's criteria for a 'good primary school teacher'
• To find out children's views on school
• To begin to construct a biographical understanding of a pupil
• To attempt to 'get into the shoes' of your pupils
• To understand our perceptions of 'pupils'
• To develop your knowledge and understanding of children's peer cultures
• To consider the influence of relationships on the sense of identity and learning of a child
• To identify some needs of a selected number of children in one's class
• To review the learning of a pupil in the light of Susan Hart's Framework for Innovative Thinking
• To encourage children to evaluate themselves and to review their work
• To develop insight in our identity and work as a primary school teacher
• To provide an opportunity for children to analyse the teaching they experience