Revisiting

The Ponzo Effect (1913)

The weekend of my Father's 70th Birthday celebration we ended up on a family trip with the younger contingent, to Fota Island a wildlife park. I remember going with my parents and daughter when she was younger and vaguely remember going with my parents when I was a child. 

I had that feeling of nostalgia expanding and contracting with my memory. It was bigger and smaller than I remembered it, partially because of my bad memory and partially because it had expanded and developed as a park. I was planning on going again the following week as part of a work trip and wondered if then it would get smaller, as most places do when you revisit them, not just because you are not a small child anymore and the world is so big but because knowledge brings the world in closer, makes it more familiar.

As Erich Kästner puts it: 

It is always the same. Whether you are walking or going by train, the way always seems shorter the second time than the first. (And that is true of distances that are not to be measured in miles and yards.)

Maybe its also a metaphor for reflective practice.

• More posts on Reflective Practice & Reflection
• More on The Ponzo Effect

 
Kästner, E. (2002) Emil and the Three Twins, Random House

On Reflection: Functions of Supervision

Kadushin and Harkness (2002) discuss the 'complementary' nature of administration, education and support' and how they are 'necessary if the ultimate objective of supervision is to be achieved' (p.20). Also discussed is an 'overlap' between each function but how each function is 'differnt in terms of problems and goals' (Ibid).

Read More on Reflective Practice:

• On Supervision: Professional Supervision
• On Supervision: The Process of Reason 

On Reflection: The Process of Reason

Reason, according to the Oxford Advanced Learner's Dictionary can be defined as follows:

• A cause, explanation or justification for an action or event
• Good or obvious cause to do something
• A premise or an argument in support of a belief, especially a minor premise when given after a conclusion.
• The power of the mind to think, understand and form judgements logically.  

Reason is very much at the heart of reflection and the process of reflective practice :

Recognise or Recall experience - focus or pay attention during or after
Explore Experience feelings and understanding
Assess the level of understanding and lack of understanding
State the central theme or the gut feeling of the experience
Open up to alternatives, a different perspective, empathise, stand in someone else's shoes
Now what? What do you do with it - what can be learned and how is it applied? What conclusions have you come to? What is the next action? (based on Kolb Learning Cycle, 1975)

Recognise/Recall: In the experience I recall standing at the gate with four colleagues, after 20+ children had left the centre. A man stopped his bike outside and read a notice nearby saying 'God is Love' and asks in an accusatory tone, 'Ah but does God love Bob?' and points to himself, the aforementioned Bob. I recognised this was an experience I needed to pay attention to in it and after.

Explore Experience: I felt put on the spot, in front of colleagues. I felt his attack and frustration with life erupting in the words 'does God love Bob?' I was worried that if I didn't say something that it would put someone else on the spot and that if I said the wrong thing it would escalate.

Assess: I didn't know what was wrong with Bob and why he felt that he hadn't got a fair deal or did not feel valued, but I did know his manner was showing these feelings and wanting to be heard.

State: The central theme was that where Bob should get unconditional positive regard, he wasn't and was either seeking it elsewhere or railing against the forces which made it so. My gut feeling told me he was feeling undervalued and unloved.

Open up: I imagined what its like to feel like that and what would make me feel better. Someone listening, humour and feeling cared about..and unconditional positive regard.

Now What? So on reflection when this stranger stopped on his bike and asked:

'Ah but does God love Bob?'

I answered with a smile:

'Everybody loves Bob!'

And Bob smiled with delight, gave an appreciative chuckle and got on his bike to the sound of conspiratorial laughter and calls and waves goodbye.

And then I once more start the process after the event has ended and recall the feelings of pleasure and sense of achievement, having as the corny saying goes, 'turned a frown upside down' and continue the rest of the REASON process all over again, having reflected in action,  I then reflect on action (Schon, 1983).

Read More on Reflective Practice: On Supervision: Professional Supervision

Kolb, D.A. & Fry, R. (1975) Towards an Applied Theory of Experiential Learning in Cooper, C.L. (Ed) Theories of Group Processes, John Wiley & Sons

Kolb D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development, New Jersey, Prentice-Hall

Schon, D.A. (1983) The Reflective Practitioner,  New York,  Basic Books

On Reflection: Professional Supervision

Attending a workshop in professional supervision today I was reminded of why I write this blog as part of my reflective practice and the need we all have to reflect in and on action as Schon (1983) outlines below:

‘Reflection in action …as the experience is happening…

Reflection on action is done later and entails looking at why certain actions were taken…’

Kolb’s Learning Cycle or ‘circle of experience’ (1975) shows how this reflection works:

When it comes to reflection in a professional capacity there are many and varied ways to learn. I provide 1:1 line-management supervision and non-line-management supervision and I learn as much in the interactions the supervisees. I learn from reflection whether it is filling in an evaluation form or in discussion in group evaluations after sessions. I learn from every conversation I have ,as well as every thought process before, during and after every action, in my individual reflection in and on action.

Whether using  a Learning Diary or a blog such as this, I use writing to explore feelings and experiences to come to new understandings. My reflective practice is a  journey, as Senge (1990) would put it,  living in a ‘continual learning mode’ where people never ’arrive’. 

In the process of professional supervision the two people in the relationship are pilgrims together on a pilgrimage, learning together.

‘The pilgrim has the ability (and joy) of assisting others in their reflection process people who in another situation could be doing that for us. Pilgrimage implies seeing someone as a fellow traveler, where discussion and reflection take place as par of the over all journey. In supervisory terms, this means acknowledging the value of what both the supervisee and supervisor bring to the supervisory journey’ (Green 2002)

The pilgrimage we are on to greater understanding is made easier by the company of fellow travellers. They can provide direction. They can help remove barriers on the path. They can motivate or encourage when the journey seems long. And sometimes they only need to be there to make us realise that we are not alone. That we are all pilgrims travelling together on the pilgrimage of life-long-learning.

Green, D. (2002) The Process of Supervision, The Development of Supervision as an Educational Process, Unit 1: Supervision Studies Handbook, YMCA George Williams College

Kolb, D.A. & Fry, R. (1975) Towards an Applied Theory of Experiential Learning in Cooper, C.L. (Ed) Theories of Group Processes, John Wiley & Sons

Kolb D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development, New Jersey, Prentice-Hall

Schon, D.A. (1983) The Reflective Practitioner,  New York,  Basic Books

Senge, P. M. (1990) The Fifth Discipline: The Art & Practice of The Learning Organization, New York, Doubleday

The Smallest Group

My Open University course information referred to reflective practice in terms of a conversation with yourself (Moon, 2006). In those terms I could regard the smallest group, not to be me and another person but me and the me that evolves with reflection. So then when Mead speaks of small groups and their ability, as thoughtful and committed citizens, to change the world, maybe I can start with the smallest group - past me, present me and future me.

I can see this blog as a reflective diary or learning journal which as Moon (2006) describes is a continuous conversation with myself where I am setting questions and exploring answers and learning from my experiences as I might in a conversation with a like-minded friend. As Moon puts it 'A journal is a friend that is always there...'

This friend I hope to share with, learn from and evolve to be a better friend in the future, more thoughtful and committed and better able to change the world.

• Learning and Assessing through Reflection: a Practical Guide 
• Reflection in Higher Education Learning
• Learning Journals: A Handbook for Reflective Practice and Professional Development

 Moon, J. (2006) Learning Journals, 2^nd edn, London, Routledge