Losing It at School – Bridging Reflective Inquiry and Nonviolent Communication

Last week, I lost my cool. Upon reflection, I reacted in a way that does not correspond with my values as a teacher. However, instead of hiding in shame, I have decided to use this as a learning and teaching moment.

In this three-part series, I will be exploring the connection between reflective inquiry and nonviolent communication. In my opinion, these are two forms of communication with the self, which give teachers valuable insight into how to move forward, especially when events are linked to strong emotions.

Using the experiential learning cycle as one of my bases, I will be moving through these three stages of reflection: What? So What? Now What? Today I’ll begin with, What? (see Burton, Kolb and Gibbs). In my view, the What? stage corresponds to the Observation stage of my second referential model, Nonviolent Communication (NVC). What? asks us to describe an event without judgment or evaluation, as does NVC observation.

Part 1 – What? and NVC Observation

Continue reading “Losing It at School – Bridging Reflective Inquiry and Nonviolent Communication”

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