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Becoming Critically reflective - Brookfield

To be able to critically reflect on ones own performance, first we must understand how the
true process of critical reflection works and to get an accurate reading we must first be
prepared to look at our professional performance without prejudice. The best way to assess a
situation is to look at it from as many angles as possible. Brookfield has devised four distinct
ways to analyse and critically reflect. He calls this the four lenses. How we view ourselves is
tainted by our own interpretation of what we do. These assumptions are formed by our own
beliefs and shape the stance or actions we take as a result. It is difficult to achieve this
without obvious vested interest or to take critique personally.
Usually friends/colleagues that we surround ourselves with share the same prejudices/
stereotypes and it is rare that we seek out people or read literature that challenges our beliefs.
This ensures our way of life remains valid so it is difficult to get a clear untainted reflection
from people that are close to us. The first step of critical reflection is said to be knowing how
things are and what they should be. The four critically reflective lenses are 1)
Autobiographies as Learners, 2) Our Students Eyes 3) Our colleagues experiences and 4) the
theoretical Literature.

1) Autobiographies as Learners
By looking at our Autobiographies as Learners, we take the role of the student and
view from their perspective. This is the first step on the critical path and through self-
reflection we become aware of the frame work we use that leads us to certain
actions/decisions/assumptions.

2) Our Students Eyes

This refers to determining if actions/procedures/approaches were affective by looking
at oneself through the eyes of the student. In addition it will also inform if the
approach taken is correct and the students take the correct meaning from the
information given.

3) Our colleagues Experiences

Having a colleague observe or engage in critical conversations can shed light on
aspects of performance that you may not be aware of.

4) Theoretical Literature
The relevant literature provides interpretations that will help the reader relate his/her
experience to a similar findings.
2. CRITICAL REFLECTION

Critical reflection is a reasoning process to make meaning of an experience. (Murray, 2005)

States that critical thinking teaches reasoning skills that we can use in everyday life. No
matter what the program, no matter what the discipline, no matter what our goals are in life, a
better understanding of the skills of critical thinking will enhance our chances of autonomous
means that we have escaped the snares of Dogma; we hold beliefs that are justified, and not
merely those thrown upon us. Brookfield believes it is our own personal assumptions and
interpretations that mainly direct us to our findings and the best way to unearth these
assumptions is to look at what we do from as many unfamiliar angles as possible
(Brookfield, 1995). To become truly critically reflective of our own professional
performance, we must first remove any emotional ties we had with a situation, take a step
back, review the exact incident and the circumstances leading up to and surrounding it.
Critical reflection is about taking time and stepping back to see an experience in a broader
context, and to question the beliefs, goals and practices underlying that experience (Kirwan,
2016). Brookfield argues that our assumptions are too close to us to ensure an untainted
view. To uncover a true critical reflection he devised a scientific system which enabled the
user to examine his/her performance through four specific lenses.
The first step on the critical path is called Autobiographies as learners and teachers. This is
the view point from the students perspective, and enables the viewer to an insight into how
he/she comes to the decisions or assumptions that leads in a particular direction. Educators
who take seriously both the quest for lifes meaning and the meaning of each individual life
are recognising that autobiography can enhance personal knowing, critical consciousness and
personal transformation. Increasingly this method is being incorporated into educational
programs in continuing and higher education, the workplace, and the community. It has been
said that life is lived forwards but understood backwards (English, 2016). This approach is
not without flaws as Brookfield states himself that one of the problems of standing outside
ourselves, however, is that the people we use as mirrors often share our assumptions. The
second lens is called Our Students Eyes. This view point refers to determining if actions,
procedures or approaches were affective by looking at oneself through the eyes of the
student. In addition it will also inform if the approach taken is appropriate and the students
take the correct meaning from the information given. Seeing through the eyes of our
students illuminates how they experience our teaching and their learning. Knowing what is
difficult, threatening, simple or comfortable allows us to teach more responsively to meet
their needs (Cooper & Stevens, 2002). The third Lens is Our Colleagues Experiences. This
allows us to gain feedback from having a fellow professional observe our performance and/or
engage in a critical conversation which will shed light on aspects that may not have been
obvious to the performer. Catahan 2015 argues that a teacher may not be completely aware of
the distracting mannerism being shown to the students during the course of the lesson
discussion, unless a friend or close colleague has seen and told about it. This is the reason
why it is a must for a teacher to request a trusted friend or colleague to sit/observe in the class
and critique during one or two sessions. Any constructive comments coming from a trusted
associate will surely help the teacher to rectify and avoid distracting mannerisms during
lesson delivery. Awkward mannerisms unconsciously repeatedly by instructors can impede
the smooth flow of the learning process among the students (Catahan, 2015). The fourth lens
is the Theoretical Thinker. This is a literature based review which enables the reader to
research similar situations and reflect and compare their findings with their own situation.
Quintero 2004 believes there is a strong connection between critical pedagogy and using
literature in teaching, because I see a natural outcome of reading literature as transformative
action. I believe this natural outcome is not casual, but that metaphors enriched by reading
and other creative activities, structure our thinking, our understanding of events and
consequently our behaviour (Quintero, 2004). It is difficult to look at ourselves and
understand what we do. It is easier for others to provide insights on our own performance.
One essential tool is current literature. This literature can act as a mirror to benchmark your
own practices, for instance, the literature may advocate hands on experiences for students;
hence linking your practices about facilitating hands on experiences with the literature can
provide further insight into effective teaching practices. (Hudson, 2015). Examining
professional performance through these lenses will give the user stronger indication to
whether or not they are on the correct course, what patterns they may have to change and
indicate how they may improve.

Bibliography
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. New Jersey: Wiley.

Catahan, M. D. (2015). Enhancing compentancy of Teachers. Bloomington,

Indiana: AuthorHouse.

Cooper, J. E., & Stevens, D. D. (2002). Tenure in the Sacred Grove: Issues and
strategies for Women and Minority Faculty. New York: Suny Press.

English, L. (2016). International Encylopedia of Adult Education. New York:

Springer.

Hudson, P. (2015). Hudsons Guide for Teaching Primary Science. . Coopers Plain:
Australian eBook.

Kirwan, C. (2016). Making Sense of organisational Learning. London: Routledge.

Murray, R. M. (2005). A Textbook for Critical Reflectio. . Montreal: Mc Gill Queens

Press-MQVP.

Quintero, E. P. (2004). Problem- Posing with Multicultural Childrens Literature:

Developing Critical Early Childhood Curricula. . Bern: Peter Lang.