Assumption and Reflection: Turning Signs to Evidence

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.

“Nobody would disagree that teachers should ‘think carefully and deeply’ about their work. Unfortunately, we are sometimes too busy to do this, and we replace reflecting with ‘assuming.’” This quote from  “A Handbook for Exploratory Action Research” by Richard Smith and Paula Rebolledo (British Council, 2018) makes us wonder about the importance of research. As teachers, we often make assumptions that some teaching methods are ineffective based on what we see or hear in the classroom: students seem distracted, have difficulty with assignments, or react in unexpected ways. But do these signs reveal the full context of the situation? A reflection means challenging assumptions and gathering evidence through systematic observation. It provides not only a better understanding of student learning and behaviour but a meaningful analysis of teaching. So, how do you move from assumptions to evidence-based decisions leading to a true research? What steps or strategies have helped you in your own practice? Let’s reflect on our experiences.