Guide: Select the knowledge link to learn more about using a staged approach to reflective practice.
Next, we'll see how Harry could use a staged approach to help develop Sonia's reflective practice.
Sonia: I had a new student in class and he was settling in well when suddenly he flipped.
Harry: Flipped? In what way?
Sonia: He just refused to do anything.
Harry: Why do you think he did that?
Sonia: Well I don't know - it's never happened to me before. Adult Esol students are usually so receptive and enthusiastic. What do you think?
Harry: It's happened to me on several occassions and there's always been a different reason - either the work is too hard or they aren't well or trouble at home or ... well any number of reasons really. What did you do next?
Sonia: I tried to persuade him to work but he still refused. So I told him he had better leave if he wasn't going to work, as it was distracting for the others.
Harry: Okay, so why did you do that?
Sonia: Well, because people are here to work and if they won't, then why should they stay? ... especially when they are disrupting others. I want all my class to be on task and I don't like disruptive elements.
Harry: Okay, why do you say that people are 'here to work'? Why else might they be in your session?
Sonia: Of course they're there to work, but there are other reasons ... er ... like sometimes they've been sent by the job centre or perhaps they come for social reasons, and of course the main reason is learning the language.
Harry: So if the main reason is 'learning', was the action that you took, which resulted in 'a learner' being removed from a place of learning, advisable?
Sonia: Well, when you put it like that, no it wasn't. I could see he wasn't learning, so there was no cause for me to get angry. I should have found out why, shouldn't I?
Harry: Well, there are several things we need to consider. Let's explore some of them together ...
Guide: Harry is following the DATA process method of developing reflective practice. As part of stage two, 'Analyse', he will carry out critical questioning of the mentee's assumptions underlying the course of action that they took and then work with the mentee to theorise a new course of action.
Select the interactive link to record what you think those assumptions are and to suggest a course of action for Sonia to pursue.