ID of Student: G00331497

Article/Reading Brookfield, S. (1995). Becoming a Critically Reflective

Teacher; Chapter Two

1. CONCISE SUMMARY OF READING

In chapter 2 of Stephen Brookfield’s ‘Becoming a Critically Reflective Teacher’ he aims to

outline the necessary journey we need to make to enable us to critically reflect using the
four lenses. To understand how to critically reflect he tells us the actual process of reflecting.
He outlines that the distinct feature of the reflective process is making assumptions. We
cannot reflect unless we can see past our assumptions. Brookfield urges us to look past
ourselves and into the eyes of other people. Looking through other people’s eyes allows us
to see the distorted aspects of our own assumptions. The ability to recognise what
something ‘is’ and what something ‘should be’ is the first step to beginning your journey of
critical reflection. Becoming a critical reflector is not only a process, but a time of learning
and change. Thus, Brookfield designed ‘Four Critically Reflective Lenses’
which we can use to enhance the process of critical reflection. The four lenses include
“(1) our autobiographies as teachers and learners, (2) our students’ eyes, (3) our colleagues’
experiences, and (4) theoretical literature.” (Brookfield, 1995, p. 30).

Four Critically Reflective Lenses

1. Our Autobiographies as Learners and Teachers: This is the first step on our journey of
reflection. With personal self-reflection it can raise awareness to our assumptions
and instinctive reasonings which is a key aspect to how we work.
2. Our students Eyes: Imagining ourselves through the eyes of our students are an
invaluable tool. It allows us to interpret whether our lessons are effective for the
learner or not. If we do not appreciate how the students are experiencing our
learning, then we cannot judge what good teaching is.
3. Our Colleagues Experiences: Gaining a second opinion from colleagues opens aspects
in which we wouldn’t have been able to comprehend. Engaging with a fellow
colleague could initiate a debate about a similar experience that they had in their
teaching career. Therefore, allowing you to gain invaluable second-hand experience.
4. Theoretical literature: Teachers need to conduct independent research. By expanding
our literature knowledge, we can achieve higher levels of comprehension. This can
offer us different interpretations of situations we experience. It gives clarity by
highlighting aspects that maybe we thought were peculiar events and processes. The

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 fourth lens can help us to understand the experience by viewing it from different
authors’ perspectives.

In conclusion Brookfield’s four lenses are an essential guide to the art of critically reflecting
as a teacher. His lenses were constructed to augment teacher and students learning
experience.

2. CRITICAL REFLECTION

Stephen Brookfield provides a very solid argument in his findings within chapter two. He
expertly outlines the benefits of a reflective practice as a beneficiary to us teachers. His
strength is highlighting the human habit of making predetermined assumptions as a critical
influencing factor as to why we cannot reflect effectively. I believe that “self-awareness is
crucial for personal growth” (Rogers, 1961). For me personally I felt that some of my
assumptions in my day to day life did, at its core hold prejudice and stereotypes.

The lenses are logically sequenced. It begins with you the teacher, then transpires to your
students. Then we see it logically progress to colleagues and finally theoretical literature. In
terms of relevance I felt the fourth lens (Theoretical Literature) to be better suited to a more
developed professional teacher. It can be said that “learning is the process whereby
knowledge is created through the transformation of experience” (Kolb, 2014). An educator
with more experience may be better equiped to realy use the fourth lens effectively. I feel
the majority of young people tend to shy from theoretical literature as it requires a mature
and dedicated mind to fully explore a higher level of thinking and thought process.

Looking through lens number three (Our Colleagues Experiences) I feel has great relevance
to SP4 students. I firmly believe that student teachers “need feedback and guidance to
correct errors, faculty members require feedback and helpful direction if they are to improve
their performance” (Seldin, 1997). With experience comes knowledge. Posting a dilemma to
an experienced professional can enlighten an inexperienced mind.

With regards to lens number 2 (Our Students Eyes) it is imperative to visualise ourselves
through the experience of our students. It made me question whether maybe what I’m
saying isn’t necessarily coming across with the intent that I do so desire. It can be said that
“A happy person is not a person in a certain set of circumstances, but rather a certain set of
attitudes” (Millerick, 2015). If we do not acknowledge how our students will be experiencing
our learning, then we cannot judge whether we’re teaching effectively.

To conclude, Brookfield’s four lenses on reflective practice model delivers us teachers a

problem solving, reflective process. His model offers great support and evoke very valid
points on a deeper level of reflection. Going forward I would utilise Stephen Brookfield’s
reflective practice model by further developing my reflective abilities for school placement
four.

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 3. LIST OF REFERENCES

References
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass.

Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and

Development. New Jersey: Pearson Education Inc. .

Rogers, C. (1961). On Becoming a Person. New York: Houghton Mifflin.

Seldin, P. (1997). Using Student Feedback to Improve Teaching. Lincoln: Professional and
Organizational Development Network In Higher Education.

Millerick, K. (2015). You are doing a freaking great job. New York: Workman Publishing
Company.

© GMIT Letterfrack 2018-2019