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 reflect on your own decision to become a teacher
• To compare your personal values with the statements developed by the range of bodies that define professional values
• To identify general aims which you hold for your students' learning
• 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 students feel about themselves in a school context
• To find out young people's criteria for a 'good teacher'
• To find out students' views on school
• To begin to construct a biographical understanding of a student
• To attempt to 'get into the shoes' of your students
• To understand our perceptions of 'students'
• To develop your knowledge and understanding of students' peer cultures
• To consider the influence of relationships on the sense of identity and learning of a student
• To identify some needs of a selected number of students in one's class
• To review the learning of a student in the light of Susan Hart's 'Framework for Innovative Thinking'
• To encourage students to evaluate themselves and to review their work
• To develop insight in our identity and work as a teacher
• To provide an opportunity for students to analyse the teaching they experience
• To use different sources to deepen understanding about a particular student