Supporting Student Learning and Nurturing Staff Relations
What happens in a reflective practice group for teachers in schools?
Usually, between 4 to 10 teachers meet once a fortnight, or once a month for a fixed period of time. A member usually brings a ‘case’, a problem or an issue in which he or she may feel ‘stuck’. The group may discuss 3-4 cases per meeting. The member shares the details of the case and then sits back and listens to her colleagues discussing and reflecting on what they have heard. Or, in a slightly different model, the presenting member will engage with the reflective discussion that follows. It is the reflective task and the quality of the reflections that makes this experience different. The group facilitator will encourage members not to give advice or solutions and not to interrogate or go into the historical details or background of the case. Rather, the members will be encouraged to talk about what they think, what they feel and to free associate about what they have heard.
Belinda Moller (PhD.,MSc.,IGAS.,ICP) has been involved over a long period with management practice and development in schools. Belinda is a practicing group analyst, an organization consultant and a lecturer on postgraduate programmes. She runs a weekly therapy group and a monthly reflective practice group for professional development in Dublin.
Read Belinda’s presentation (pdf 
) Reflective Practice in schools
To read more about the practical aspects and benefits of these groups in schools – see ‘The development of work discussion groups in educational settings‘ by Emil Jackson
If you would like a copy of his paper please email Emil Jackson at <emiljackson@mindforwork.co.uk>