“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.
