Reflective practice in action: motivations for becoming a primary school teacher and the challenge of behaviour management

Victoria Waite

BA (Hons) Primary Teaching Studies 5-11 with recommendations for QTS.

Abstract

This article consists of two reflections upon critical incidents (Tripp, 2011). It is written from the perspective of a trainee PGCE Primary school teacher. Reflection one utilises Kolb’s (1984) Experiential Learning Cycle to make better sense of the application process, into Further Education, and motivations for learning, ahead of a longer term aim of becoming a primary school teacher. Reflection two focuses upon a behaviour management incident whilst on a teaching placement. Utilising Brookfield’s (1995; 2017) lenses approach, this case study examines the challenges of working with a pupil with autism without the support of a teaching mentor. The article will be of value to those currently, or considering, undertaking a PGCE course. It will also be of value to those interested in the correlation between teacher – pupil relationships in terms of motivations for learning, fostering aspirations, effectively working with pupils with autism, as well as humanistic behaviour management strategies.

Introduction

Professionals including teachers will inevitably face complex and unpredictable experiences, requiring multi-dimensional and diverse reflective and reflexive responses (Bolton & Delderfiled, 2018, p. 2). Experiences may be deemed as a ‘critical incident’ based on the level of importance alongside the perceived underpinning meaning (Tripp, 2011, p. 8). Usually, critical incidents are isolated and individualised experiences interpreted as a problem or challenge within a specific context (Joshi, 2018, pp. 82-83). Brookfield (2017, p. 269) refers to critical reflection as deliberately investigating the paradigmatic, prescriptive, and causal assumptions that inform practice. Applying critical reflection to experiences including significant incidents allows analysis of a situation, enabling practitioners to ‘learn from their experiences, consequently shaping future practice’ (Brookfield, 2017, p. 79). This reflection is aided by research on how to best support pupils learning, aligned with practitioner experience, and guidance from colleagues (Brookfield, 2017, pp. 2-3). Therefore, reflective practice largely informs teachers’ professional identity (McGregor & Cartwright, 2011, p.39). Polland & Tann (1993) argue that every process of reflection will be uniquely shaped by the individual’s personality, values, beliefs, feelings, and assumptions. Committing to reflection contributes to being an effective teacher (Zwodiak-Myers, 2012, p.3), using experiences to make informed decisions and adapt professional approaches (Schön, 1983; Tripp, 2011). Without reflection, individuals become limited in their ability to initiate change (Valli, 1992).

Combining reflective models offers different perspectives (Bolton & Delderfiled, 2018, p. 53). Part One below utilises Kolb’s (1984) Experiential Learning Cycle to explore a critical incident comparing two professional roles and the influences these had on my decision to pursue a career in primary teaching. Grolnick & Beiswenger (2013) argue that pupils construct their self-view and self-esteem through the (dis)approval of significant others, including their formative teachers. While each teacher has their own unique identity 2025

(McGregor & Cartwright, 2011, P.39), they have a standardised statutory duty to set high expectations that inspire and motivate pupils through setting challenging goals and demonstrating positive attitudes, values, and behaviours alongside the requirement to promote good progress and outcomes (Department for Education [DfE], 2021). This critical incident was deemed essential to reflect on to develop my professional identity before I start my career to meet statutory requirements and acknowledge the impact of this role on pupils’ futures.

Part Two uses Brookfield’s (1995; 2017) reflective model of interpreting a critical incident through four lenses. It will focus on a pupil diagnosed with autism, who displayed challenging behaviour during my first teaching lesson, in which I believe I could have used more effective strategies of behaviour management. This incident has been chosen due to the Association of Teachers and Lecturers [ATL] (2006) survey identifying 94% of student teachers ranked behaviour management as the most important issue in the class. Indeed, there is a strong connection between behaviour and pupil progression (Adams, 2009). Furthermore, effectively managing behaviour is a requirement of all teachers (DfE, 2021).

Part One: reflecting on motivations to teach via Kolb (1984)

Kolb’s (1984) Experiential Learning Cycle is renowned for being one of the most frequently cited reflective frameworks for educators (Arbaugh, Dearmond & Rau, 2013). It has been accepted as an efficient pedagogical model of reflection and learning; providing a mechanism of teaching and learning underlined with a constructivist view on the way individuals develop their knowledge (Abulwahed & Nagy, 2009; Sharlanova, 2004, p. 36). Kolb’s cycle proposes that optimal learning comprises of four phases: Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation (Kolb, 1984).

Concrete Experience

The Concrete Experience in this case has been identified as the ‘critical incident’. However, for the purposes of my reflection, the incident involves contrasting two similar events. My role within these experience was that of a pupil, aiming to gain a place in Further Education to subsequently attend university, and thereafter fulfil my aspiration of becoming a primary school teacher. Before attending my sixth form interview, I had spent the preceding months researching career paths into teaching, including preparing notes and researching more about the organisation I was expecting to be accepted into. Upon attending this sixth form interview, the first question teacher A interviewing me asked was ‘What made you apply for sixth form?’ I responded by explaining that my goal was to become a primary school teacher, and that I knew to achieve this I would need the equivalent of three A-levels to gain access onto a university course. I watched her frown at the piece of paper I had passed over with my predicted GCSE results on. I watched her eyes examine the paper as she labelled my GCSEs ‘too average’ to succeed at sixth form, explaining I would struggle to understand the expected level of work and suggested I change my future aspirations. I still began to plan for my next interview at a local college, again collating key information on the organisation as to why I would want a place there. A few days later I attended an interview where teacher B displayed a smile after looking at my GCSEs, and stating that my passion for teaching was evident and that alone would allow me to achieve and fulfil my future aspirations.

Reflective Observation

Initially reflecting on this significant incident, I recognise I was engaging in reflection as a conscious activity throughout (McGregor & Cartwright, 2011, p. 55). Acknowledging my nerves going into the interview from the pressure I placed on myself, such nerves are often the biggest obstacle interviewees face (Innes, 2015, p. 6). Nevertheless, I was optimistic due to the knowledge obtained through the research in preparation for the sixth form interview. Successful interviews often involve planning and preparation, enabling the candidate to demonstrate their suitability for a context (Innes, 2015, p. 6). Notably, the ability to plan contributes towards standard four of the Teachers’ Standards (DfE, 2021).

I was initially relieved upon realising that I knew teacher A. Manen (2008) suggests teacher recognition produces a positive sense of self. I recognised my relief as a bias, assuming that as teacher A knew me, I stood a better chance of gaining a place. Beginning to reflect in action (Schön, 1983) on my past experiences of finding teacher A’s presence to be overpowering, which resulted in a mutual absence of trust. It is a standard for teachers to build relationships rooted in mutual respect (DfE, 2021). To become an effective teacher an authoritative presence must be employed through a compact of trust in which teachers extend the power of learners (Hawkins, 2002). Similarly, McDermott (1997, p. 199) emphasises that trust is fundamental to a teacher’s capacity in becoming a positive aspect of a pupil’s learning experience.

I quickly realised that my bias based on knowing teacher A was misguided by the expression I received while they observed my predicted GCSE results. The purpose of predicted GCSE grades from mock examinations, coursework, and teacher feedback is to prepare and influence educational choices and ambitions (Gaynor et al., 2013). However, predicted grades can lower a child’s self-esteem, consequently affecting their confidence in their ability to achieve, which results in a lack of engagement and motivation (Guay, Marsh, & Bolivin, 2003; Bong & Skaalvik, 2003). In contrast, in line with research by Wigfield & Karpathian (1991) and Marsh’s (1990), I found that my predicted grades increased my motivation and determination to achieve higher. I had a realistic academic self-concept, thereby improving the likeliness of performing at a higher standard than predicted. Arguably, teacher A was meeting the Teachers’ Standards (DfE, 2021), making use of formative assessments, and using relevant data to set appropriate targets and give pupils feedback. However, Chamberlain (2012) states tests and assessments have a degree of unreliability, often not considered by those basing decisions on the outcomes. Teacher A disregarded the unreliability of my predicted grades and used these to determine the workload of sixth form to be too challenging for my ability. This left me with feelings of anger and negatively impacted my optimism.

Before the interview with teacher B, I recognised I was carrying feelings of deflation and pessimism. I presumed if the teacher did not know me or my capabilities, they would also dismiss my ability to complete the course. Once I recognised these feelings and emotions, I let go of them and entered the interview with a clear mindset. Dweck (2016) recognises individuals committed to a growth mindset often make effective teachers, holding confidence in their ability to improve practice. I instantly recognised that the atmosphere felt relaxed. Explaining my aspirations, and on this occasion pre-empting concerns based on my predicted grades, I specifically noticed the body language of teacher B, including engaging eye contact, nodding, and listening confirmed by responding to my input and reassuring me about my concerns. This resulted in a respectful and positive environment. Respect results in a sense of validation, promoting learners’ engagement, motivation, and vulnerability, enabling the teacher to better understand and support pupils (Short, 2013). This results in a better engaged teacher (Belenky et al., 1986, p. 227). In line with standard one (DfE, 2021), teacher B’s confidence in my ability to fulfil my aspirations demonstrated their positive attitude, and value towards me as an individual, leaving me feeling inspired and motivated to succeed. Arguably, teacher B did not meet teacher standard six (DfE, 2021) due to the absence of using my predicted grades to determine the progress I would make on the course. Nevertheless, Belenky et al. (1989) suggest that a connected teacher recognises unique student perspectives, enabling better access to the cognitive and affective level of the student in question (Jordan, 1991, p. 82).

Conceptualisation

Applying Kolb’s (1984) model has enabled me to acknowledge my false presumption that a teacher who knew me would be more supportive of my ability and motivation to pursue my future aspirations. The Education Endowment Foundation [EEF] (2021) suggest pupils’ aspirations do not in isolation increase learning outcomes. Instead, emphasis is placed on the relationship between pupil aspiration and the teacher’s role in developing attitudes towards learning. Similarly, Lee (2018) highlights how teachers influence their pupils’ aspirations, and how the quality and approach of teaching varies widely. Teachers’ inaccurate achievement expectations may result in a self-fulfilling prophecy; for example, low expectations can hinder students’ learning (Gentrup et al., 2020, p. 1). This is supported by my interaction with teacher A, where their disbelief in my ability to achieve my aspirations impacted my motivation and self-confidence. In contrast, high expectations may help foster student determination and learning, resulting in a higher level of achievement. That said, outcomes are complex and not easily determined in terms of causality; for example, student characteristics including general cognitive ability and determination are also viable predictors of outcomes (Gentrup et al., 2020, p.2).

Reflecting on this critical incident highlighted the complex factors underpinning the teacher’s role and their approaches (Adams, 2009, p.35). It is part of the Teachers’ Standards to promote good progress and outcomes by pupils (DfE, 2021); for example, supporting children to obtain the knowledge and skills to fulfil their aspirations (EEF, 2021). This aligns with the learning paradigm of the humanistic approach. Humanism focuses on ‘pupil-centred’ learning, emphasising individual potential (Yaghoob & Mozhdeh, 2020). One of the main critical moments with teacher B was their welcoming body language, including eye contact and smiling. Rogers & Freiberg (1994) identified for an individual to grow they must be placed in a genuinely accepting environment. Cemalcilar (2010) highlights how effective teacher-pupil relationships enhancing pupils’ social, emotional, and behavioural development alongside academic progress through emotional connectedness, belonging, and increased motivation. The significant difference in the power dynamics between myself and teacher A and B left me feeling as though my interests and presence were important with the latter, but not the former. Rogers & Freiberg (1994) suggest that the active role of the pupil is crucial in effective teacher-pupil relationships, and that the role of the teacher is to facilitate pupils’ optimal level of potential by motivating, clarifying the purpose of the learner, and fostering mutual respect.

Active experimentation

Not using Kolb’s (1984) experimental learning cycle to reflect on this critical incident would have hindered my professional development. The considerations that this model prompted highlighted the implications from the incident that have helped shape my professional identity. I have learned that my identity and approach to my teaching role is not something fixed, but that I have negotiated different strategies through reflection. This has been beneficial towards my role in the classroom; I have found myself more conscious of my presence and my approach when implementing elements of humanism in building positive relationships and taking time to identify children’s aspirations and interests, appropriately adapting my teaching activities and lessons to support these.

In addition, I now better acknowledge the role of the environment in effectively creating a positive learning environment. I have re-established the ‘class rules’, emphasising the classroom as a safe space. This has enabled me to implement key elements such as acceptance and genuineness defined by Rogers & Frieberg (1994) as vital in creating a positive environment. Additionally, this reflective process has enabled me to develop a passion for the emotional and empathetic underpinnings within a classroom, ensuring children acknowledge and understand their feelings and emotions to later enable their potential, alongside feeling that their emotions are valid (Rogers & Frieberg, 1994). I have implemented time throughout the day for children to voice their feelings and reasoning behind these. This practice has resulted in a sense of agency and empowerment for the pupils, and myself (Sfard & Prusak (2005, p.15).

Reflection enables practitioners to adapt practices following previous experiences considering both successes and drawbacks (Schön, 1983). Reflecting on my significant incident highlighted how teacher B’s body language resulted in my feelings of validation and acceptance. Therefore, I have ensured I make time within the classroom to listen to the pupils and emphasise a sense of value in their presence and interests, and being conscious of my body language; for example, smiling, nodding, and asking open end questions to demonstrate my interest. Nevertheless, I recognise I have not been able to measure the outcome of these actions. Furrer and Skinner (2003), Deitrick and Faux (1989) and Rey et al. (2007) argue research is often based solely on the teacher’s perspectives on their relationships and children’s outcomes, whereas the best source of information about the teacher is actually often the pupils. However, there is not an effective model that yet safely and accurately explores the views of children within these relationships.

Furthermore, I recognise the extent to which I responsible for effective relationships in the class, due to positive relationships relying on all individuals playing active roles (Marsh, 2012). Children will inevitably form stronger relationships and connections with particular staff, not necessarily being the main class teacher (Marsh, 2012). Additionally, I have acknowledged each staff member will have their own approaches and identity uniquely fulfilling their professional role. Although preferring a humanistic approach, I still respect other teachers’ approaches, and other methods will work better with different children (Marsh, 2012). To fulfil my aims of being a positive role model there is no one specific training or supervision I may attend. However, I acknowledge that continuous use of Kolb’s (1983) model within my practice will enable me to make better informed decisions to construct or alter future practices (Schön, 1983).

Conclusion

Reflecting on this critical incident has enabled me to explore the different roles and approaches I can employ as a teacher alongside recognising how the Teachers’ Standards are implemented within practice. Additionally, this reflection scaffolded by Kolb’s learning cycle (1984) has reiterated the responsibility I hold within the classroom and the impact my professional role has on pupils fulfilling their future aspirations. This has further encouraged me to explore my teaching strategies and to familiarise myself with different approaches and explore what works best within my different classes.

While Moon (2004, p.115) critiques Kolb’s (1984) Experiential Learning Cycle for lacking guidance, resulting in an unreliable process of reflection that is open for interpretation, and Schein (1993) critiques the model for the absence of addressing the emotional experiences of the learners, I would argue Moon’s (2004) critique can be viewed as a paradoxical strength. This is because it enables the practitioner to use this model from the viewpoint of a pupil rather than a teacher. As a result, this has allowed me to distinguish how the identity and approaches teachers take cause the pupil to feel, thereby also addressing Schein’s (1993) critique, which is significant given that emotional development plays a vital part in children’s academic progress (Cemalcilar, 2010). Kolb (1984) presents opportunities for teachers to develop effective teaching and strategies. Without this pupils’ learning is placed in jeopardy. Nevertheless, Backett and Hager (2000) address the cycle’s failure to present information regarding the environment of the learner. Without this, the model undermines its effectiveness in considering cognitive, affective, and social practical perceptions of the environment in context. Despite these criticisms, using this model has enabled me to view this critical incident through a practical and goal-focused perspective to inform my approaches, enabling me to develop a better sense of professional identity.

Part Two: reflecting on behaviour management techniques via Brookfield (1995; 2017)

Brookfield (1995; 2017) identifies four lenses through which to reflect on a critical incident. These consist of autobiography, students’ views, colleagues’ views, and theoretical perspectives. Brookfield’s approach has been credited for its ability to explore incidents from others’ perspectives and identify implications for future practice (Badia, 2017). Furthermore, it promotes an in-depth reflection suitable for all practitioners regardless of experience and qualification (Bandia, 2017). For this reason, this model will be used to explore a critical incident from my own recent experience of teaching, with the aim of improving my future behaviour management techniques in the class.

Critical Incident

Pupil A has a diagnosis of autism and often presents challenging behaviour, including physical aggression and harm towards other pupils and staff. They are currently being frequently observed to determine if a different provision would better support their needs and development. Pupil A particular shows this behaviour in the afternoon lessons, and had been considerably disruptive and disengaged on the whole day of the incident. I was asked to teach my first lesson without my mentor being present. During my teaching, the class carpet was being removed. Pupil A saw this as an opportunity to run circles around me while I was teaching the rest of the class. I reinforced the school’s behaviour policy aiming to manage their behaviour; however, they would not respond accordingly. Pupil A’s behaviour became significantly more challenging, affecting the class’s learning. Therefore, the teaching assistant (TA) removed them from the classroom.

Autobiography

Most of how teachers teach is in response to how they learn, referring to the learner identity defining the process of becoming and being a teacher. In essence, teachers review themselves as learners to understand how their actions, emotions, thoughts, and motives influence their teaching (Bullough et al., 1992; Dollase, 1992). The autobiographical lens allows teachers to explore and understand their professional identity during a critical incident by separating the in-depth reflection occurring after the incident and instinctive reflection in action during the incident (Schön, 1983). Reflecting on past experiences and observations of Pupil A’s behaviour and watching my mentor struggle to find effective methods to defuse this behaviour left me feeling apprehensive to teach alone. Consequently, this resulted in a fear of the responsibility of my role impacting Pupil A’s behaviour and attitude towards me (Tripp, 2011). However, this also fuelled my determination to demonstrate my capabilities and face the challenge of employing effective behaviour management.

Reflecting in action (Schön, 1983) allowed me to adapt my approach in managing this incident. I reinforced the behaviour policy alongside providing the opportunity for Pupil A to hold responsibility by helping me choose lollypop sticks allocated to the class to answer questions. I hoped to re-engage Pupil A. Although I fear my determination was fuelled by seeking a solution which may not have been achievable (Tripp, 2011, p.1). Acknowledging Pupil A’s behaviours I now better understand that they struggle with change, which may have promoted their behaviour due to the unusual absence of my mentor, alongside my nerves approaching the situation impacting the consistency and coherence of the instructional guidance that I displayed (Kyriacou, 2009). Furthermore, I assumed Pupil A could seamlessly alter their behaviour, referred to as moral independence (Ewens, 2014, P.124). However, reflecting using the autobiographical lens highlighted the factors contributing towards Pupil A’s behaviour, including the negative influence that my chosen approaches and anxious presence had during this incident.

Student’s view

Brookfield (2017, P.61) suggests it is necessary to explore an incident from different perspectives to view ourselves from varying angles. These include recognising a student’s perspective to go beyond self-reflection and understand how a learner’s perspectives is vital in contributing to good teaching (Miller, 2010). Pupil A’s behaviour started with low-level disruptions including not sitting on the floor and engaging with the lesson, to running circles around me and the class and including throwing resources and climbing on tables. Given pupil A’s diagnosis of autism, 78% of students with autism display symptoms of sensory processing disorder (SPD) (Miller, 2014). This is the process in which the ‘brain receives sensory information from our bodies and surrounding and interprets these messages to organise a purposeful response’ (Kranowitz, 2006, p. 3). SPD results in students displaying inappropriate behaviour, attention, and emotional regulation difficulties (Miller, 2014). This suggests that pupil A experienced a sensory overload and likely had difficulty in regulating and expressing their emotions constructively. This resulted in them becoming frustrated, confused, and tired (Adams, 2009, p. 35). I recognise that everyone may struggle to articulate their emotions at some point in time, including myself, therefore I can empathise to a point how pupil A must have felt.

Nevertheless, upon reflecting I understand that a negative aspect of my practice was over focusing on pupil A instead of the wider class. Therefore, I did not fulfil the teaching standard of effectively managing the group by using appropriate approaches to involve and meet the needs of the whole class (Department for Education [DfE], 2021). This meant that the rest of the class were disengaged and may not have felt valued within the lesson, thereby hindering their development. Focusing on pupil A, I assumed that giving them the responsibility of helping me would re-engage their behaviour. While Hanbury (2011, p. 51) identifies distracting practices can prove effective in diverting an autistic child’s disturbing behaviour, I had also observed my mentor positively encourage pupil’s A participation by allowing them more responsibility. Nevertheless, Beardon et al. (2019, p. 38) argue that future incentives have no impact on an autistic individual’s actions. However, Beardon et al.’s (2019) research does not neatly align with that which I have witnessed in the class.

Colleagues’ view

Colleagues play a vital role in offering perspectives in a practitioner’s personal critical reflection (Brookfield, 1995; 2017). Teachers’ Standard eight places emphasis on developing professional relationships with colleagues to fulfil the wider professional responsibilities of a teacher (DfE, 2021). Having built positive relationships with my mentor and TA meant that I felt comfortable confiding in them to discuss the critical incident for support and advice.

Discussing the incident with my mentor and TA I processed my emotions by expressing how I felt responsible for Pupil A’s behaviour alongside a sense of failure in being unsuccessful in managing their behaviour during my first taught lesson without the support of my mentor. This discussion provided me an insight into their professional perspectives, which (un)surprisingly differed from my original perspective of the incident and my role. This enabled me to distinguish elements of the incident that were a direct result of my actions and those that were out of my control. The TA who was present during the incident credited my practice insofar as I remained calm and continued to deliver the lesson to the wider class while balancing my focus on pupil A to reengage their focus. My mentor reassured me that I should not take the incident personally and that I am not a failure and that even they, as someone senior and more experienced, had not yet found a strategy that consistently worked to defuse pupil A’s behaviour. Lever (2013) highlights the importance of not taking a pupil’s behaviour personally, and the importance of remaining calm. Reflecting with my colleagues provided insights which improved my emotional wellbeing and confidence (Tripp, 2011, p. 6). This is significant as the Teacher Wellbeing Report (Office for Standards in Education [Ofsted], 2019) found a strong correlation between poor classroom behaviour and low occupational wellbeing.

Theoretical view

Brookfield’s (1995; 2017) model explicitly encourages engagement with educational research to deepen understanding of content and context surrounding an incident to inform future action. My approach to the incident followed the behaviourism learning paradigm, underpinned by the principle of stimulus-response (Woollard, 2010, p. 2). Behaviourism theorists including Skinner (1948); Watson (1913) and Thorndike (1927) suggest behaviour is learned, and can therefore be manipulated in positive and negative ways. Notably, behaviourist approaches have been used to explain complex and long-term behaviour changes including verbal communication and social skills in individuals with autism (Woollard, 2010, p. 31). Additionally, Paterson & Arco (2007, p. 660) identified the beneficial impact behaviourist approaches had on children with autism, suggesting repetitive structures promoted appropriate play behaviours.

My approach to the incident followed Skinner’s (1948) operant conditioning through using the behaviour policy and positive reinforcement, suggesting to pupil A that their name would be ‘moved up’ via a merit system if they engaged in the lesson . I focused more on positive reinforcement than negative in line with Thorndike’s (1927) proposition concerning the effect of punishment producing a less predictable response. Additionally, I used the opportunity for pupil A to help me give them responsibility if they cooperated as a positive reinforcement to re-engage with the lesson. Nevertheless, Woollard (2010, p. 42) argues that while Skinner acknowledges the processes of the mind, he focused primarily on observable behaviour, resulting in an absence of the consideration for mindset. Thus the use of rewards and sanctions has proven to be somewhat ineffective for autistic individuals who have difficulty comprehending consequences (Beardon et al., 2019, p. 38). This impacted my attempts to re-engage Pupil A.

Maslow’s (1987) hierarchy of needs illustrates the what individuals require to perform optimally. The hierarchy suggests that behaviour is multi-faceted and can be understood by unmet needs. While this suggests that one or more of pupil A’s hierarchy of needs had not been met on this day, it is important to consider their diagnosis as an additional layer of need. Autistic individuals can often display challenging behaviour because of communication difficulties (Beardon et al., 2019, p. 38). Autism can result in a limited range of communication strategies to have specific needs met (Beardon et al., 2019, p. 38). Therefore, it may have been beneficial to implement a humanistic approach instead of a behaviourist one following the school’s policy. Due to the unique spectrum of autism, following a humanistic approach, would have allowed me to pupil A’s individual needs, feelings, and emotions (Khatib, Serem, and Hamidi, 2013, p. 45). The basic underpinning of a humanistic approach places pupil needs at the centre of one’s pedagogical approaches (Rogers & Freiberg (1994). Utilising this approach would have permitted me to question what pupil A might misunderstand in my communication, as well as what might they have been trying to communicate to me.

The classroom environment, including routines, can significantly impact autistic behaviours (Handbury, 2007). Beardon et al. (2019, p. 43) suggest establishing routines and predictability encourages autistic individuals to feel a sense of safety. Pupil A may have felt unsafe when my mentor left, me teaching alone was an unusual occurrence. Furthermore, Goodman & Williams (2007) found autistic children find it easier to process visually through pictures instead of verbal communication. Therefore, I could have prepared a visual timetable at the start of the day to allow pupil A time to process and expect the absence of the mentor and prepare for me to teach.

The Social Model of Disability (Rieser and Mason, 1990) suggest challenges that stem from autism within the classroom such as communication barriers are rooted in the social and educational environment experienced rather than the condition itself (Kossyvaki, Jones Guldberg, 2016). For example, teachers’ attitudes are a predictor of outcomes (Robertson et al., 2002). Therefore, my apprehension and nerves were likely a factor in pupil A’s behaviour, and I should have approached the situation more confidently and positively. Additionally, my inexperience as a teacher trainee and lack of familiarity with autistic children may have contributed towards a negative approach (Beardon et al., 2019, p. 49). However, using this experience to inform my practice, and further engagement with pupil A will increase my experience, enabling me to become more familiar with pupil A and their needs (Zacjonc, 1968).

Conclusion

Using Brookfield’s (1995; 2017) model allowed me to examine and explore this critical incident from different perspectives, enabling me to understand different angles and biases I would not have identified through my perspective alone (Badia, 2017). Additionally, viewing this incident from the student’s lens enabled me to recognise misguided assumptions about my practice. Instead, I learned the importance of considering the individuality of pupils throughout my practice, in addition to the significance of considering the needs of students alongside addressing the challenging impact autism can have on a child’s ability to communicate and regulate their emotions, something I had been dismissing while working with pupil A. Furthermore, Brookfield’s model (1995; 2017) has encouraged me to be more positive in my approach and inspired me to work and learn more about autism to better support pupil A and future pupils with autism.

Nevertheless, a limitation to this model of viewing an incident through other perspectives is that it may result in multiple unconscious confirming biases (Badia, 2017); in effect, the practitioner centres themselves and can only partially see an incident from other standpoints. Furthermore, unlike Kolb’s (1984) Experiential Learning Cycle, Brookfield’s (1995; 2017) perspectival model does not encourage the consideration and creation of a specific action plan and implementation in practice, which is a key principle of effective reflection (Bruster and Peterson, 2013).

Nonetheless, combining Kolb and Brookfield to reflect on both critical incidents reiterated the importance of centring pupils within my practices, including their interests, ambitions, and individual needs, to fulfil my responsibility as a teacher including creating a safe and effective learning environment (DfE, 2021). The reflections have allowed me to further explore the humanistic approach I wish to implement into my practice, alongside enabling an exploration into my professional teacher identity.

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