I found Chapter One, Experiencing Teaching, really resonated with me. Brookfield describes that teaching can be a very unpredictable experience. Instructors must rely on their instincts to become aware of a situation, figure out an appropriate response, and implement it.
He describes Practical Reasoning as "the interrelated skills of scanning, appraising, and action." (Brookfield, p.6) As an instructor, there is no way I can plan for everything. I have to be able to come up with a timely, well reasoned response and carry it out if something unexpected happens in the classroom.
With vocational training, there are often unforeseen circumstances where students may not understand something, or worse, misinterpret a lesson. It is up to me to figure out what the problem is and come up with a plan to meet the learners needs and enrich the classroom or shop experience to make sure the learning objectives are met and the students can demonstrate the required practical skills.
Brookfield is very reassuring that it is not abnormal or a sign of a bad teacher to be caught up in a dilemma. The instructor's experience should kick in and any problems must be dealt with in the best possible way.
I know I will never connect with everyone's preferred learning style 100% of the time because the diversity of my students' personalities, experiences, racial and cultural traditions and perceptual filters (as well as my own) make that impossible. (Brookfield, p.9)
For me the takeaway was, I will never be brilliant to everyone, nor do I want to beat myself up about it. I just need to roll with the punches and do the best I can do in any situation on any given day. I can't escape uncertainty. I can, however, read, watch, and participate in personal and professional development to help me become a better practitioner.
Reference
Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.
He describes Practical Reasoning as "the interrelated skills of scanning, appraising, and action." (Brookfield, p.6) As an instructor, there is no way I can plan for everything. I have to be able to come up with a timely, well reasoned response and carry it out if something unexpected happens in the classroom.
With vocational training, there are often unforeseen circumstances where students may not understand something, or worse, misinterpret a lesson. It is up to me to figure out what the problem is and come up with a plan to meet the learners needs and enrich the classroom or shop experience to make sure the learning objectives are met and the students can demonstrate the required practical skills.
Brookfield is very reassuring that it is not abnormal or a sign of a bad teacher to be caught up in a dilemma. The instructor's experience should kick in and any problems must be dealt with in the best possible way.
I know I will never connect with everyone's preferred learning style 100% of the time because the diversity of my students' personalities, experiences, racial and cultural traditions and perceptual filters (as well as my own) make that impossible. (Brookfield, p.9)
For me the takeaway was, I will never be brilliant to everyone, nor do I want to beat myself up about it. I just need to roll with the punches and do the best I can do in any situation on any given day. I can't escape uncertainty. I can, however, read, watch, and participate in personal and professional development to help me become a better practitioner.
Reference
Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.