Developing ethical reflection on

behaviour in the classroom

Janet Orchard, University of Bristol

Ruth Heilbronn, IOE, University of London

Aim

• Creative experiment to establish space and place for student teachers’ critical reflection in the midst of the ‘busyness’ of their PGCE

• Deepening student teachers’ awareness of ethical issues created in the classroom when their students’ behaviour is challenging

• Educate student teachers and their tutors in dialogical pedagogical practice that is underpinned by rigorous theoretical understanding

Overview

• Small groups from different HEIs, including 1 accompanying tutor, invited to a 24 hour residential ethical forum

• Experienced facilitator creates a community of practice and models a dialogical approach to teacher education

• Tutors and students consider ways in which to follow up the forum e.g. leading a workshop with others at their home institution

‘Philosophy for Teachers’ (P4T)

Assumption that concept of P4C would resonate with prospective participants

Opportunity to learn about how to lead dialogue within a community of fellow enquirers as well as learning from the process

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Ethical dilemmas in the classroom • Behaviour a preoccupation of

beginning & early career teachers: focussed on particular moments of ethical discomfort

• Opportunity to position this as a moral matter rather than purely a psychological/ behavioural one

• Focus on ethical concepts e.g. fairness, respect, trust, equity, which we “stretched”

• Modelled democratic values, affording equal respects to all participants; about their rights and therefore their responsibilities

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Other contextual information

Location a Quaker retreat centre in the Oxfordshire countryside; no television but Wifi access; communal meals

6 sessions negotiated with participants. Mealtimes, start and finish times fixed

Recruited some Education Studies undergraduates with school experience (e.g. as TAs); this contributed positively to the diversity of the group

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Some feedback from participants

‘The time flew by’ ‘The pace for calm reflection’ ‘We talked widely about education which we have not been able to do in school’ ‘An inspiration to explore P4T and it will inform what I do in the classroom’. ‘It’s been like a safety valve’ AND TWEETS ! E.g. ‘Using Socratic dialogue to discuss ethically uncomfortable moments in teaching. Really useful reflection pic.twitter.com/0FSg0xRu41’

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This process will inform my work with primary heads in establishing an enquiry based approach to the curriculum (HEI tutor)

We will use this dialogical enquiry method in our work on the standards around professional values (HEI tutor)

We will find spaces and work in places where we already have an

appetite and a need (HEI programme leader)

Some reflections from us

• Time, space and quality of experience valued by participants

• Discussions revealed depth of thinking about complex classroom matters

• Student teachers and tutors enthusiastic about dialogical pedagogical practice and wanting to develop this further

Developments

• Follow-up workshops in participating institutions

• On-line group

• Promoting further opportunities e.g. PESGB activities, SAPERE Level One training

• Written report/paper

Resources shared • Our experiences brought to a shared space • On the role of the facilitator in dialogical enquiry. • Possible questions for facilitating dialogue • Links to websites for stimulating dialogue • A chapter with follow-up activites on values education and

ethical deliberation • Links to articles and further reading (N.B. some links in follow up to previously funded HEA PESGB seminar on Developing the Ethical Dimensions of Teacher Education, at the IoE July 2013). http://www.heacademy.ac.uk/events/detail/2013/Seminars/Disciplines_SS/GEN243_IoE

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