“Being a reflective practitioner” – what does this mean? Donald Schon developed the phrase and framework in 1980s, essentially describing a process of inquiry into one’s own actions, through identifying a situation, floating hypotheses, testing them, and evaluating results. I believe I am reflective (and this blog is one of my outlets for reflection) but sometimes I feel stuck in a soup of thinking about a situation, my thoughts turning into worry or anxiety rather than assessing a way to move forward in acting to resolve a situation.
I need to reflect because I encounter problems and situations each day that are never exactly the same as previous ones. We all have a “solutions database” of answers to problems we’ve already solved (what Schon calls the “fix-it” or single-loop learning model), but I find that I can never just input a new problem and have an answer spit out at me because each situation is as unique and variable as the human beings (including myself!) that are involved. It takes time and reflection.
But wait, I sometimes say to myself, I don’t have time to think! This article by Joseph Raelin captures the high-paced trap too common in leadership and management in many sectors, including education. Our brains are capable of 50,000 – 60,000 thoughts in a day. How do we sift through and act in a way that is aligned with goals, purpose and philosophy?
Our district leadership has always been explicit that “there are very few true emergencies in education” and our site administrators are encouraged to take time to reflect. When a crying student, angry parent, or great teacher at the end of their rope with a challenging student are standing before me, however, it’s hard to slow things down.
I’m working on learning explicitly how to focus my reflections in order to achieve my purpose – not just to solve problems as quickly as possible, but to validate and support the importance of every person with whom I work. (This purpose came out of my reading of “Start With Why” by Simon Sinek and led to one of my earlier blog posts.) Here are a few steps to help with that process and make the most of my reflective time:
1) Reflect on one thing at a time. This is difficult for me when I get in the soup of everything that happens in a day. But pick one. It may encompass several situations (ie How am I managing conflict with colleagues?) or single incident (student, parent, teacher concern).
2) Reflect externally. Enunciating thoughts helps to clarify and sort them. Journal, blog, talk to a partner, colleague, or friend. This process helps to get rid of irrelevant data and begin to focus on the relevant parts of the issue.
3) Run your “celery test” (Sinek). Even though I wrote about this earlier in the year, I sometimes have to force myself to back right up to this point to work out the knots of a situation.
4) Act, test, evaluate, repeat. The reflective process is ongoing.