Assumption and Reflection: Turning Signs to Evidence

Reflecting on teaching practice is essential for moving from assumptions to evidence-based decisions. The first step is recognizing assumptions and questioning whether surface-level observations, such as distracted students or difficulty with assignments, truly reflect the situation. Setting clear objectives is crucial to focus the reflection process. Systematic observation, using tools like checklists or video recordings, helps gather unbiased evidence. Engaging students through surveys or informal feedback provides additional insights into their perspectives and needs. Experimenting with new strategies and analyzing the results allows teachers to identify what works best. Collaboration with colleagues also offers fresh perspectives and challenges assumptions. By continuously reflecting, revising, and documenting findings, teachers not only improve student outcomes but also grow professionally. Reflective practice fosters a deeper understanding of teaching and ensures decisions are grounded in evidence, not assumptions.

In my teaching practice, I have often made assumptions about what works or does not work based only on superficial observations. For example, if students seemed disengaged during a lesson, I would immediately assume that the material was too difficult or boring. However, I soon realized that my assumptions were not always correct.One strategy that I found particularly helpful was to write down the lesson evaluation and what went well and poorly or when students had the most difficulty. Over time, this helped me identify patterns and areas for improvement. I started to make more dynamic assignments and include topics that were of interest to the students to capture their attention.Another approach I used was to gather information through student feedback on class hours. I created anonymous surveys where students could share their thoughts about the lessons. What they liked or disliked, their thoughts on topics and tasks. Their responses surprised me and provided different perspectives. For example, I once assumed that a certain writing activity was ineffective because it was too difficult for students to comprehend. But their feedback revealed that they enjoyed it - they just needed more time to think, because those tasks were directed to answering personalized questions. The same goes with group work, I didn’t appreciate it much, because I thought it was not effective. Right now group work is the core part of almost every lesson because I dispelled the assumption that it’s pointless with the help of one of the teachers who introduced me to the wonders of this type of work.For me, moving from assumptions to evidence-based decisions is not just about moving on from things that are not working to something else, but finding out why they’re not working and how to improve that gap.

One key step in moving from assumptions to evidence-based decisions is observing students more systematically. This means not just noticing their behavior in the moment, but also tracking patterns over time. Some helpful strategies include:
Collecting Data: Keeping records of students’ progress, their responses to different activities, and their engagement levels.
Reflection Journals: Writing reflections after lessons helps me understand what worked, what didn’t, and why, allowing me to challenge my assumptions.
Seeking Student Feedback: Asking students about their learning experiences, either informally or through surveys, helps identify the reasons behind disengagement or struggles.
Action Research: Testing small changes in the classroom and observing the results helps guide decisions based on evidence.
These steps have helped me make more thoughtful, evidence-based decisions rather than relying on assumptions.

Assumptions often seem to be an effortless way of tending to problems within classroom settings. For example, when the pupils are not working, one would instantaneously assume perhaps the method used or the teaching material itself would be no good. In practical reality, my experience proved other ways: using systematic observations and asking targeted feedback from my students.

One such example is the use of questionnaires in my English lessons. After the introduction of any specific activity, I might provide students with a chance to reflect on its clarity and usefulness. And here comes a surprise for me: some things that I consider disinterest is actually lack of knowledge or feelings for the first time.
I also find that documentation of such insights, either in a reflective journal or review of lesson plans, refines my teaching strategies. Through analyzing the trends that come up over time, I am able to make informed decisions that enhance the learning experience of my students.

Assumptions are comfy. They simplify decision-making by letting you rely on past experiences or untested beliefs. But, here's the catch: that convenience comes at a cost. By accepting assumptions as truths, it’s easy to close yourself off from new possibilities.
While thorough evidence-based decision-making is invaluable, there's also a need to strike a balance between speed and accuracy. In some situations, quick decisions are required, and in those cases, relying on past data and experience can be a pragmatic approach.Question everything: Make it a habit to ask, “What assumptions are we making about this?” Digging into assumptions opens the door to fresh perspectives and helps identify blind spots.Seek out different viewpoints: Bring in people from outside your typical team circle. The best ideas often come from the most unexpected sources.Ask “What if?”: Turn routine thinking upside down with “What if” scenarios. These open-ended questions spark new possibilities and encourage bold thinking.Celebrate curiosity: Recognize employees who challenge assumptions, even if their ideas don’t lead to immediate change. It’s about fostering a culture where questioning is encouraged, not penalized.Learn from mistakes: When assumptions are proven wrong, use it as a learning opportunity. Reflecting on past missteps helps normalize the process of challenging beliefs.

Assumptions are fundamental ideas in decision making that are supposed or postulated: accepted without being self-evident or easily proven. We generally operate in the world with imperfect information, and must therefore make assumptions in order to come to decisions. It’s important to set assumptions that are as true as possible, that match the underlying reality in which you operate. Otherwise, your beliefs and actions won’t align with actual conditions, leading to misguided decisions, wasted resources, and potential failure to achieve your goals.
While thorough evidence-based decision-making is invaluable, there's also a need to strike a balance between speed and accuracy. In some situations, quick decisions are required, and in those cases, relying on past data and experience can be a pragmatic approach.