In my work with supporting schools around the globe implement inquiry I have come to see that one of the most powerful identifiers of a culture of inquiry in a school or organization is the act of reflection. Exploring curiosities of our teaching, the belief that we do not know it all nor do we do it all right, the value that we are “not there yet” and that on this path we seek out our blind spots, we hold a mirror up to our practice, and we unpack what we teach, how we teach it, and what we value in this process.
Reflection. What are the conditions where reflection thrives?
First, reflection thrives where community exists, when staff have formed some semblance of relationship, togetherness, and trust. It is in this trust that there will surface a psychological safety that nourishes the act of reflection. Looking in the mirror at our teaching is hard. It requires vulnerability and awareness and openness. Feeling safe in this space of certain uncertainty is pivotal. I am curious: how are you contributing to the relationship, togetherness, and trust in your school setting?
Second, determining a common vision for our learners is imperative. What do we value as the end product of our efforts? When a child leaves our school, what do we want for them? What skills, competencies, beliefs, and understandings do we hope will stand the test of time and support our students in their journey through life? Exploring these questions together creates a common purpose and vision, yes, but it also begins to help us explore how we will get there. What are the learning conditions and what type of teaching will help this vision for the learner come to fruition? In exploring what we want for our students we can begin to unpack how we teach. I am curious: how are you coming together to talk about the student experience across your school?
Third, now that we have come to a place where we can openly and safely talk about how we teach, we can begin to work towards the notion of “yet”, that teaching is a practice and that all pedagogy is aspirational. In teaching, we never actually reach a destination or a point where we stop our learning, tinkering, refining, and growing. It is aspirational in that we always aspire to be a different version of ourselves, to unpack our biases and look for our blindspots. We can begin to really leverage the outcomes of trust and a common vision for our learners. We invite others into our process, we ask for them to watch us and share what they notice and observe. We ground ourselves in collaboration and feedback and support. We become a community of practice. I am curious: how are do you invite others into your practice to share what they notice, wonder, and observe?
This process, this shift towards a more reflective culture in a school or organization, does not happen quickly or overnight. It is a slow thaw. For some it is a letting go of old patterns, routines, and habits that won’t be released easily. In fact, as these steps are taken we can expect our beliefs to be stirred, our lens to be muddied, and our comforts to be jostled. The trust and safety required to allow us all to wade through the waters of reflection are so important. It is not rushed nor is it easy. But it is certainly worthy of our efforts and commitment.
And one final curiosity: consider re-reading this piece from the perspective of creating a reflective culture of learning with your students in your classroom. I wonder, does it hold the same for you? What do you notice?