Brookfield’s (2015) first core assumption about skillful teaching is: Skillful Teaching is Whatever Helps the Student Learn” (p 15). “At first glance this seems a self-evident, even trite, truism – a kind of pedagogic Hallmark greeting card,” (p 15) states Brookfield (2105). But perhaps, as the cartoon above illustrates, it is a bit more complicated than that.
What I have discovered so far is that learning isn’t just about being shown or told something. It is a complex interplay of cognitive and emotional factors, situational factors including how much sleep we get and when we get it in relation to the learning, and student motivation. It’s about using the right instructional strategies, shifting the paradigm to student centered learning and asking the right questions at the right time. As Brookfield (2015) states sometimes it’s about “ . . . do(ing) things as a teacher that you might otherwise avoid because you feel that somehow they are unprofessional or deviant” (p 17). For me, this assumption means taking risks, opening my mind to be curious about what and how I am teaching and to always be assessing if my students are learning: in other words “(a)dopt(ing) a critically reflective stance . . .” about my teaching practice – which just happens to be Brookfield’s Core Assumption #2 ( p 19).
Brookfield, S.D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom 3rd Edition. San Francisco, CA: Jossey-Bass