The Art of Reflective Teaching examines what it means to be present in one’s teaching. The book begins with an in-depth definition of presence from several different angles. The text goes on to delineate what a teacher may be present to, providing a map for useful discussions among teachers and between teachers and students. The book then outlines the structure of reflection, its intentional practice, and its importance to presence. Finally, it provides a detailed outline for teaching presence to new and preservice teachers. Rodgers’s curriculum integrates mindfulness practice with reflection, using presence as a bridge between the two. Drawing on her own experiences and those of her students, the author demonstrates how reflective teaching is grounded in a living and evolving philosophy of practice.Book Features:Shows educators how to mentally and emotionally connect themselves to their students, their classroom, and their teaching.Provides a tested structure for reflective practice based on the work of both John Dewey and the author’s own practice.Includes a course outline for teaching presence that can be used by teacher educators, professional developers, and teacher inquiry groups.>
Carol R. Rodgers is associate professor of education at the State University of New York at Albany.
ContentsAcknowledgments xiPreface: Why I Wrote This Book xiiiOrigins xiiiWho This Book Is For xvStructure of the Book xviPart I: Introduction to Presence 1Philosophical Foundations 1Presence 8My View of Learning 8Part II: Defining Presence 111. Attitudes 13Overview: Six Essential AttitudesDirectness 13Wholeheartedness 14Open-Mindedness 15Responsibility 16Curiosity 17Equanimity or Neutrality of Mind 182. Mutual Vulnerability 20Critical Pedagogy 20Humanizing Pedagogy and Mutual Vulnerability 223. The Permeable Nature of Self and World 24Origins 24Permeability of Self and World Across Professions 26Authenticity and Connection 284. Inquiry 29Thin-Slicing and Inquiry 29Heuristics and Inquiry 30Medicine and Inquiry 32Teaching, Inquiry, and Presence 345. Love 38Love and Trusting the Learner Within 38Love and the Moral Dimension of Presence 39Love and Listening 39Love and Attention to What Cannot Be Seen 40Love of Subject Matter 41Love and Self-Compassion 42Conclusion 42Part III: What We are Present To: I, Thou, It, and Context 456. The Teaching Triangle: Its Parts 47The I (Teacher) 48The Thou (Learner) 51The It (Content) 547. The Teaching Triangle: Its Dynamics 58The I–Thou Dynamic 58The I–It Dynamic 61The Thou–It Dynamic 63The I’s Interaction with the Thou–It Dynamic 65Summary of the I, Thou, and It 678. Context 68Context as a System 68Purposes of Education 71Conclusion 74Part IV: Reflection 779. The Research 79Early Proponents 79Poststructuralist Critique 79Dewey 81Adaptive Expertise 8110. Purposes of Reflection 84The Development of Perception 84Accepting What Is 87Alignment of Practices with Self 87Alignment of Practices with the Purposes of Education 8911. The Process of Reflection 91Phase 1: Experience 93Phase 2: Description 94Phase 3: Analysis and Interpretation 95Phase 4: Taking Intelligent Action (Because Awareness Is Not Enough) 98Summary 9912. Reflective Practice, Mindful Practice, and Presence in Teaching 101Part V: Educating for Presence: How Do We Learn to Be Present? How Can It Be Taught? 103Module 1: Learning Stories 107The Activity 107Reflection 109The Readings 110Module 2: The Poem 112The Activity 112Reflection 114The Readings 115Module 3: The Leaf Activity 116The Activity 116Reflection 117The Readings 119Module 4: The Gun and the Naked Woman 120The Activity 120Reflection 122The Readings 123Module 5: Descriptive Feedback 124The Activity 124Reflection 125The Readings 127Module 6: Descriptive Review of a Learner 128The Activity 128Reflection 129The Readings 13213. Conclusion 133“Are You Okay?” 133Final Thoughts 134Appendix: Rubric for Descriptive Reviews 136Notes 139References 143Index 147About the Author 158
“Thoughtful, inspiring, and full of ideas to think about and put into practice.”—Teachers College Record
