Paper 2

Critical incidents: a tool in teaching instruction

Teaching to learn, learning to teach.  Such is the duality that pervades teacher training institutions in general.  González, Escartín and Pérez (2003) sustain that the teaching learning process in this environment is a collaborative act, and that it implies a sharing of responsibility between its actors, with resulting changes in concepts, skills, values and attitudes.

Then, crucial questions arise: What is it to be taught? What is it to be learnt? By the end of their studies, future teachers are expected to have reached a level which is sometimes considered as almost close to the mastery of their subject matter. Nevertheless, it is only the acquisition of the habit of reflection on their everyday practice what will scaffold the new graduate career to an ever evolving one.

Defined by Fernández and Fernández (1994) as a structured strategy, the concept of critical incident is then introduced as part of teachers’ instruction.  In an effort to support meaningful learning, this strategy is included in the curriculum, as a means to face trainee teachers with class-like situations that will require analysis and decision making.  An element that can be frequently seen in classroom environment is brought into focus: the unexpected, events that emerge unforeseen, but that demand the kind of wisdom that is only gained through experience.

Cases in which critical incidents have been introduced as part of trainee teachers’ education prove them to be useful.  A Training College for Natural Science Teachers is an instance of their application. Trainees identified critical incidents in their practice classes, contextualised them and stated their possible causes and solutions.  As a closure, students’ viewpoints were evaluated.  Agreement was not total, although it was shown that the gap between training classrooms and actual practice can be narrowed by means of critical thinking.

Reference

Fernández T. & Fernández J. (1994) Técnica de trabajo con profesores sobre su práctica docente.  Terapia de Knoll  Investigación en la Escuela.

Fernandez Gonzalez, J., Elortegui Escartin, N, & Medina Perez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Universitaria de Formación de Profesorado, 17-001. Zaragoza. España: Universidad de Zaragoza.  Retrieved 2010 from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107

A critical incident from the inside

Context

About 8 years ago, during my internship period at primary school, I was designated a group of 42 students from 4^th grade at a local private school.  It was an experience that could be understood as my methodology teacher’s attempt to the make critical incidents part of her trainee’s practices. 

Problem

Joel ¹ had been absent when I started working with the group. It was not until the third class that I realised that he would not remain seated, neither engage in the activities, nor respond to my efforts to get his attention.  My methodology teacher, who was the group teacher as well, explained to me that Joel was part of a programme implemented by the school, aimed at helping children with some non-critical study difficulties to develop their social skills.   

Possible causes of Joel’s disruptive behaviour

• My methodology teacher had not provided me with this crucial information in advance.
• I was not furnished with the methodological strategies to deal with the situation.
• The school’s integrating programme was not being carried out properly.
• Joel needed more personalised monitoring.
• The course teacher did not know how to handle a student with special needs in her class. 
• Joel was not interested in attending the English class.
• The rest of the group did not welcome Joel as their classmate.

Possible solutions

§         Promote desegregation and tolerance among the school community by a well planned implementation of the integrative programme

§         Train the school staff on how to work with students taking part in the programme.

§         Find a tutor to cater for Joel’s needs in his lessons.

§         Explain to Joel’s classmates the reasons for him being in their group.

§         Assist Joel’s classmates on how to interact with him.

§         Ask Joel about his preferences regarding school subjects and activities.

Actions

I stated the problem to my methodology teacher.  She suggested me to design material suitable for Joel’s needs.  I had noticed that he always got engaged in drawing and painting, then, every class I would give him an activity related to the teaching point of the lesson  but that allowed him to use his creativity.  And there he was, dot-to-dot joining, colouring by number, putting a puzzle together, spotting the differences, playing a memory game, unscrambling words: getting involved in learning!  That did not prevent him from causing some more difficult moments during my practices, like leaving the classroom without saying a word or locking himself in the room closet.  In spite of this, after having completed my practices had learnt a great deal about the affective load that concerns teaching.

Reference

Fernandez Gonzalez, J., Elortegui Escartin, N, & Medina Perez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Universitaria de Formación de Profesorado, 17-001. Zaragoza. España: Universidad de Zaragoza.  Retrieved 2010 from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107

Footnotes

¹ Student’s name has been change to protect his privacy.