TUTORIAL PAPER

ID of Student: G00389609
Article/Reading: Brookfield, S. Being a Critically Reflective Teacher.

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1. CONCISE SUMMARY OF READING

Stephen Brookfield's book "Becoming a Critically Reflective Teacher" is a comprehensive guide that
explores the concept of critical reflection in teaching. The theoretical framework for understanding
critical reflection and its importance in the teaching profession is established in Chapter One.
Throughout the first chapter, Brookfield presents an outline of the book's format and covers the
themes and issues that will be explored in the following chapters. These topics include how to
engage in critical reflection, comprehend the viewpoints of various students, and deal with power
dynamics in the classroom.

Brookfield presents the idea of critical reflection at the beginning of the chapter, explaining that it is
a process whereby educators look critically at their presumptions, values, and beliefs to see how
these affect teaching and learning. He states that “one of the hardest things teachers have to learn,
is that the sincerity of their intentions does not guarantee the purity of their practice”. To help
teachers overcome these obstacles and gain a better awareness of their teaching, Brookfield
highlights the need of critical reflection. Critical reflection entails challenging presumptions,
considering opposing viewpoints, and acknowledging the impact of power relations on teaching and
learning. It necessitates a willingness to question one's own beliefs, an openness to criticism, and a
dedication to ongoing progress.

One of the most dominant themes in chapter one, discussed by Brookfield, is the power dynamics in
the context of teaching and learning, which he states is a crucial component of critical reflection.
Brookfield draws attention to the ways in which power functions in educational environments,
influencing not only institutional structures and curriculum decisions but also interactions between
instructors and students. To understand how teaching practices and student experiences are

© ATU Dept. of Creative Education 2023-2024

 impacted by the inherent power imbalance between teachers and students, he highlights the
significance of critically analysing power dynamics in the classroom. Brookfield invites educators to
examine their own privilege and power dynamics and how these affect their interactions with
students in the classroom. Teachers may establish more equitable and inclusive classrooms where all
students feel valued and empowered to participate in their learning journey by recognising and
resolving power dynamics.

In conclusion, for educators to improve their efficacy and help students have meaningful learning
experiences, educators must understand the importance of critical reflection, which has been set
forth in Chapter 1 within this book. In the context of the teaching profession, Brookfield emphasises
the value of challenging presumptions, welcoming a diversity of viewpoints, and encouraging a
dedication to lifelong learning and development.

2. CRITICAL REFLECTION

Reflecting on chapter one of Stephen Brookfield's book "Becoming a Critically Reflective Teacher"
has made me deeply reflect about some of my school placements and the current state of the world.
It has highlighted to me the value of critical reflecting on past exercises and the value these
reflections hold. Although chapter one focuses primarily on becoming a critically reflective teacher, it
has led me to reflect on my life to date. For instance, the opening sentences of chapter one, “we
teach to change the world” unconsciously caused me to reflect on what I was after reading. Claiming
that an educator has the capacity to alter the world may imply that a teacher possesses a great deal
of authority both in the classroom and the real world. I find it frightening to be associated with the
concept of retaining power because I do not consider myself to be superior to anyone else. While I
believe that all people have a purpose in life, I find it difficult to comprehend when people assert
that educators hold special authority.

Throughout the chapter, Brookfield uses real-world examples and case studies to highlight key
concepts. Readers can learn how to apply critical reflection in a variety of instructional scenarios
with the aid of these real-world examples. Considering the reader may have experienced some of
these scenarios or may be experiencing some now, connecting the scenarios to the real world keeps
the reader engaged. Salas and Peyton (2009) assert that when a reader can make connections
between what they are reading and real-world experiences, it encourages them to keep reading
because they can question the approaches they had taken, make connections between experiences,
and find different ways to get around or avoid particular scenarios.

The chapter places a strong emphasis on the value of collaboration and interaction during the
reflective process. To obtain new perspectives and insights, Brookfield encourages educators to have
meaningful discussions with co-workers, students, and other stakeholders. When people
collaborate, they can pool their knowledge despite having different experiences, backgrounds, and
skills. Due to the group's combined experience, decisions and problems can be solved more
thoroughly. Andriessen and Baker (2020) believes that there are several benefits of collaboration,

© ATU Dept. of Creative Education 2023-2024

 such as exchanging information and experience, improving problem-solving skills, stimulating
creativity and invention, and maximising productivity.

In Chapter One of Stephen Brookfield's "Becoming a Critically Reflective Teacher," the theme of
power dynamics is explored within educational contexts. While the concept of power traditionally
conjures images of world leaders or authority figures, Brookfield examines the nuanced power
dynamics between teachers and students. However, the interpretation of power may differ in
settings like schools in the Republic of Ireland, where the emphasis might be more on respect rather
than overt power. On school placement 3, I was placed in a Christian brother’s school. On my first
day of placement, I was not aware of the strict school uniform policy that the school enforced. On
this particular day, it was freezing outside and some of the students asked if they could leave their
non-school uniform jackets on. Not being aware of the strict uniform policy, I allowed the students
to wear their non-school uniform jackets. That morning the deputy principal was walking around the
school checking on uniform. Not being aware of this, suddenly, my classroom door opened, and the
deputy principal walked in. Initially I welcomed the deputy principal to my class, but he did not
respond. He simply looked at the students not wearing the correct attire which initiated the students
to take off their non-school uniform jackets. After this, he simply opened the door and left the class.
At first, I was taken back by the whole experience not knowing what to make of what just happened.
Later on that day, I spoke to the deputy principal in the schoolyard as he was supervising lunch. He
apologized to me for not speaking back to me after welcoming him to my class, but he explained
their uniform policy. During our conversation, I could see some of the students that had been
wearing non-school uniform jackets in my class, coming up to the deputy principal and having a
general conversation with him, and bouncing appropriate humor off one another. When I drove
home from school that day, my first impression was, that the pupils were terrified of the deputy
principle since they immediately removed their jackets upon seeing him. Reflecting on the
experience, I quickly recognized that it was a sign of respect the students had for the deputy
principal and the professional relationship they had with one-another. This was evident to me when
I seen the deputy principle and students laughing and talking during lunchtime. For me, the word
power would not be suitable to use in this context as it was more of a mutual respect the student's
had for the deputy principal aware that he was doing his job by getting the students to take off their
non-school uniform jackets. The incident highlight to me, the importance of mutual respect between
educators and students, as opposed to authoritarian power dynamics. This aligns with the core value
of respect outlined in the Code of Conduct for Professional Teachers, emphasizing the significance of
respectful interactions in fostering positive relationships and effective classroom management.
According to Curwin and Mendlers (2018) teachers that are shown respect in schools by their pupils,
is due to the fact that students respect their teachers and are aware that each student is treated
fairly in a positive and safe learning environment. Teachers that are respected in schools by their
students is achieved by a number of factors such as positive relationships, treating students equally
and creating a safe and supportive learning environment. Coffey and Katsanis (2022) further develop
this point explaining that if a student feels like they are treated differently to their peers, they are
more like to misbehave behave, and show little or no respect for their teachers.

In conclusion, I feel chapter one of Stephen Brookfield's book "Becoming a Critically Reflective
Teacher" lays a solid foundation for the intentions of critical reflections and their advantages. He
describes the several steps and processes that must be followed to have a meaningful and
purposeful reflection. While this chapter is presented in great detail, some readers may find it
difficult to read because of the extravagant vocabulary he uses. As such, it is recommended that you

© ATU Dept. of Creative Education 2023-2024

 utilise a dictionary when reading this chapter.

3. LIST OF REFERENCES

Andriessen, J. & Baker, M. (2020). On Collaboration : Personal, Educational and Societal Arenas.

Coffey, K. & Katsanis, V. (2022). A Socially Just Classroom: Transdisciplinary Approaches Teaching
Writing Across the Humanities.

Curwin, Richard., Mendler, Allen., & Mendler, Brian. (2018). Discipline with Dignity : How to Build
Responsibility, Relationships, and Respect in Your Classroom: Vol. Fourth edition.

Salas, H. & Peyton, D. (2009). Reading: Assessment, Comprehension and Teaching.

© ATU Dept. of Creative Education 2023-2024