The Core Assumptions of Skillful Teaching:
In this chapter, Brookfield lists four core assumptions he holds about skillful teaching. They are as follows:
"Skillful Teaching is Whatever Helps Students Learn".
I feel this assumption is a perfect example of how educators must remain flexible and open minded. Brookfield explains that although this assumption seems pretty obvious, every student is different and methods that may have worked before, may not for a new group. Willing to try new methodology or maybe methods that feel unconventional are sometimes necessary. We have personal inclinations, patterns and habits that seep into every aspect of our teaching and the more aware of that we are, the better we will be able to serve our students and stay flexible in our teaching. How we like to teach is completely irrelevant if students aren't learning.
2. "Skillful Teachers Adopt a Critically Reflective Stance Toward Their Practice".
Under this assumption, Brookfield defines "skillful teaching" as "teaching that is contextually informed". Becoming critically reflective provides a level of self-awareness that is necessary to move forward professionally as an educator. The definition of insanity is doing the same thing over and over and expecting a different result so it is in our best interest to take hard, honest looks at ourselves and make changes as we see fit - otherwise, how do we expect to improve? Brookfield also mentions the use of the four complementary lenses to keep ourselves honest: the lenses of students' eyes, colleagues' perceptions, literature and our own autobiography. Being critically reflective would fall under the last lens. Using these lenses help ensure that what and how we're teaching remains valid and accurate to students.
3. "Teachers Need a Constant Awareness of How Students Are Experiencing Their Learning and Perceiving Teachers' Actions"
This assumption stresses the importance of anonymity when it comes to classroom/teacher feedback. In order for educators to get an honest idea of the student experience, students need to feel as if they can speak freely without consequence. Otherwise, any feedback is skewed and can't be taken as truth. Building that trust with students in the classroom takes a substantial amount of time but I feel is well worth the effort and benefits everyone involved.
4. " College Students of Any Age Should Be Treated as Adults"
This assumption discusses how all students want to be treated with respect but what that looks like varies from student to student based on race, culture and learners' class. Students want a teacher who is confident in their abilities but transparent. They like teachers to have lives outside of the classrooms, but they also don't want to hear about it in class. They want everything that they are asked to do to contribute to their development and to be able to trust in their teacher that this is true.
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