Mindful Reflection
Step 1: Read the paragraph below.
We all have cultural frames of reference that influence our actions. Using our cultural lens, we may misinterpret the actions and behaviors of others. To be culturally responsive, we must be open to alternative perspectives and interpretations of students’ learning behaviors and social interactions. As you develop your culturally responsive teaching practices, using the Mindful Reflection Protocol may help you reflect on your description, interpretation, and evaluation of student’s learning behaviors and social interactions.
Take a moment to think about a student with whom you have had difficulty. Close your eyes and try to recall a particular incident that occurred. Then, use that incident as you go through the steps of the Mindful Reflection protocol.
Step 2: Read the Mindful Reflection protocol below.
Step 1:
Explain the attribution that you have about the student.
Describe what you and the student said and did.
How did the student react to your actions or comments?
Collect notes on multiple days and at different times of the day.
Step 2:
Write out or reflect on your feelings and thoughts when working with the student. Take into account the potential for misinterpretations resulting from deficit thinking, prejudice, and overgeneralization.
How does this student make you feel? What are your worries or fears?
What are your assumptions? Why do you find the student problematic?
Have you evaluated, interpreted, or described the behavior?
Try to rewrite the examples in descriptive terms.
Step 3:
Consider alternative explanations by reviewing your documentation and reflections.
Review the explanations and reflect on why the student may be doing what he or she does. Look for patterns in your behavior and the student's behavior.
What are your expectations for the situation? How is the student not meeting your expectations? In what way is the behavior interfering with learning?
List alternative explanations or interpretations of the student's behavior.
What external factors and/or personal factors could be influencing the student's behavior? What recent changes have occurred in the student's life, disability, acculturation, and so forth?
Step 4:
Check your assumptions. Share your reflections with a colleague, parents, and/or community members. Meet with parents to learn more about expected and observed behaviors in the home.
Share your list of alternative explanations or interpretations of the student's behavior with a colleague, parents, and/or community members.
Meet with the family to learn more about their perspective in understanding the behavior. Do they notice the same behavior at home? Do they find it problematic? How do they interact with the student at home? Have there been any major changes or upsets in the home?
Be open and responsive to the family's ideas and perspectives. Seek to understand rather than to judge.
Step 5:
Make a plan.
How will you change or respond differently?
Brainstorm ideas on how to change the environment, your actions, and/or expectation for this student.
Experiment with responding differently. Note what happens. Reflect on your feelings as well as the student's response.
Frequently communicate with the family. Ask whether family members have noticed a difference. What have they been trying that works?
Consult your colleagues, parents, and/or community members while you experiment to check your assumptions and interpretations.
Step 6:
Continuously revisit this process to reassess your attributions and your progress with the student.
Notice when you are overgeneralizing, attributing behavior within a deficit perspective, or behaving in prejudiced ways toward certain students.
Remember that this process is a continuous one, so revisit the steps periodically to continue your growth and understanding of students.
Source: B. Dray & D. Wisneski (2011). Mindful reflection as a process for developing culturally responsive practices.
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