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Personal Capacities
Barry C. Archie
Northcentral University

Reflective Practice requires possession of specific skill-sets in order to increase pedagogical efficiency. York-Barr, Sommers, Ghere, and Montie (2006) refer to these skill-sets as Personal Capacities. York-Barr et al. (2006) group these Personal Capacities into the two conditions they create to promote reflective practice; i) Fostering Trust and ii) Expanding Thought and Inquiry.
Fostering Trust The first Personal Capacity discussed by York-Barr et al. (2006) is Being Present. Being Present refers more to a psychological than a physical state. It involves mentally focusing on one’s surroundings, the people in the surroundings, and yourself(Porath, 2001). Being Present gives off a sense of authentic concern and respect to those around us, thus encouraging interaction and exchange of ideas. The welcoming exchange of ideas promotes creation of new and more effective ways to accomplish tasks and generate higher levels of productivity(Kim & Greene, 2011; Yeo, 2006). Being Open “is a state of mind that allows consideration of multiple perspectives”(York-Barr et al.,2006, p.38). Being Open refers to the level of willingness to consider other opinions before making a judgment, especially when those opinions are opposite to our own beliefs: having an open mind. The opinions or beliefs that we hold concerning topic are built (or should be built) on experiences and information that has been gathered and shown true over a vast period of time. Therefore, there has to be a prepared conscious acceptance of the “new” in order to become open minded(McNaughton, Hamlin, McCarthy, Head-Reeves, & Schreiner, 2007; Weger, Castle, & Emmett, 2010). The rewards for Being Open are quite bountiful. The exposure to different points of views promotes inquiry, fosters partnerships, and creates a richer understanding of the phenomena that is being studied ( York-Barr et al., 2006). Listening with empathy and without judgment is another personal capacity that requires a lot of practice. Listening with empathy refers to paying attention to what is being said and showing concern towards what someone is saying (Bodie, 2011). Listening without judgment requires the listener to once again set aside their personal views. As stated before, most of our personal views are products of lifelong experiences that shape our belief systems. Belief systems can operate at an unconscious level, therefore the listener must take steps to be cognizant of his or her opinions while listening in order for it to foster trust(Weger et al., 2010). Body language awareness and eye contact must be focused, for they are the most frequent signs of the present or absence of empathy and judgment of a listener(Fassaert, Sandra, François Schellevis, & Bensing, ). Empathetic listening without judgment has the potential of creating a deep sense of connection with other people, in which an abundance of honest and open exchange of ideas can lead to the building of effective reflective communities(Kim & Greene, 2011; Peyton et al., 2011; Weger et al., 2010). Seeking Understanding is a non-confrontational search for information. Taking the route of seeking understanding takes away the need to agree on a topic, and relieves the seeker of the requirement of setting aside their personal views which can block or interrupt the exchange of information. Furthermore, seeking understanding also validates the point of view of the person being asked, and promotes relationships(Porath, 2001).Seeking understanding leads to an appreciation of other people’s thoughts, how they view circumstances, and who they are ( York-Barr et al., 2006). Viewing Learning as Mutual is a positive interpretation of the reflective interaction activity between partners and groups. Acknowledging that everyone involved in a reflective group has something to give, also presents the idea that everyone has something to learn. This type of mutual exchange promotes reflective practice spiral, in which whole organizational change can occur (York-Barr et al., 2006). Honoring the Person is essential for fostering trust. Dishonoring just one person in a reflective group can result in long term disruption of the current, or any future reflective group. Individuals must be given the assurance that their thoughts and comments are being offered in confidence in order for reflection to be authentic (Melville, Fazio, Bartley, & Jones, 2008; Yeo, 2006) Honoring the Process is also a requirement for fostering trust. There is sometimes an unrealistic view of the time frame for engaging and creating results from a reflective practice group (Yeo, 2006). Those engaged in reflective practice groups must aware that developing capacities for reflective practice takes time, and that results are not instantly obtained (York-Barr et al., 2006). The norm for any true change starts with identifying the problem, and then examining why it is a problem, connecting what was chosen that created the problem, what else could have been chosen that wouldn’t create a problem, and so on. The start up of a reflective group, like anything new, takes time to learn, and even more time to master (Osterman & Kottkamp, 2004).

Expanding Thought and Inquiry The first Personal Capacity of the second group is Asking Open Questions. Asking open questions create inquiry. Inquiry sparks an active search for understanding, which is followed by carefully constructed questions (York-Barr et al., 2006, (Costa & Kallick, 2004). In addition to asking a question, consideration must be given on how the question is asked. The intonation of a question or the tone of the question can control how the question is received. If asked “What are you doing!”, and spoken in a hard and a loud voice, it would be interpreted as a command for information. If asked “What are you doing?”, and spoken in a soft voice, it would be interpreted as interest or request for information (Peyton et al., 2011). Syntax, or how a question is structured, is another element to be considered when asking a question. Questions in the form of recall are usually responded with short and to the point answers, whereas questions that require comparisons, contrasting, and analyzation produces longer answers that contain more depth of information ( York-Barr et al., 2006, (Melville et al., 2008). The Presupposition of a question can lead to negative or positive results because it is presumed that the outcome of the question is true. For example, when a teacher asks “will half of the African-African males in my class fail?” the presupposition is that the teacher has already decided that half of the African-American males in her class will fail. In contrast, if the teacher asks “What strategies can I use to reduce the failure rate in my class?” the presupposition is the teacher is concern about the success of all of the students in her class, and he or she are engaged in finding strategies to make that success occur (A constructivist-based approach to teaching database analysis and design.2006). Respond with SPACE is a personal capacity that shares many of the features of the personal capacities that foster trust. SPACE is an acronym that stands for Silence, Paraphrasing, Accepting nonjudgmentally, Clarifying, and Extending (Costa&Kallick, 2004). Silence is connected to listening. When a question is asked, the silence that follows will suggest authentic interest, and gives the person being asked the question the time to think. Similar to emphatic listening, providing silence after asking a question encourages the exchange of ideas and information (RODGERS, 2006; Weger et al., 2010). Paraphrasing expands thought and inquiry by certifying the meaning of statements made independently, or in response to a question. Paraphrasing is also referred to as reflective listening (Richards, 2007). In both cases, the main idea or concept of a statement is repeated to ensure that it is interpreted correctly. Paraphrasing, like emphatic listening, represents a sincere effort to communicate and understand the point of view of the listener (York-Barr et al., 2006) which promotes the expansion of thought and inquiry. Accepting nonjudgmentally is a response strategy that is analogous listening without judgment. To effectively show nonjudgmental acceptance, the listener must be aware of, and set aside, their personal beliefs. Listeners must be highly aware of their body language. Speakers that perceive acceptance to their ideas and opinion are more open to the exchange of information (Richards, 2007). Clarifying involves asking questions to verify the meaning of a statement, or understanding how a goal will be met. Clarifying also allows the speaker to analyze their plan and re-insure themselves of that the desired goal is obtainable (Richards, 2007). The last response strategy is extending. Costa and Kallick (2004) describe extending as a prompt for people thinking beyond what they had already considered. This exchange creates a sense of guanine interest of the speaker ideas, and promotes a positive relationship with the listener (Costa & Kallick, 2004, Richards, 2007) Reframing is a personal capacity that allows viewing of a situation from a different point of view (Reynaert & Janne, 2011). Reframing can involve something as simple as thinking “what would I do if I was him or her?” Reframing starts with acknowledging your current point of view or perception. York-Barr et al (2006) discuss three types of reframing; relational, cultural, and reframing that shifts from how to what and why questions. Relational reframing involves viewing the situation from relational and human dimensions. For example, a teacher views success in their classroom by how well he or she can get the students to stay on track of the curriculum map schedule. Relational reframing would require the teacher to reframe or redefine the meaning of success to include how the student felt about staying on track of the curriculum map. Do the students feel a concern for them and if they are learning? Do the students think that all the teacher is concerned about is the curriculum map schedule? The teacher must reframe the question of success to achieve true success in his or her classroom. Cultural reframing deals with reframing questions and ideas to include those of different backgrounds and cultures from our own. A history teacher my frame a lesson plan for Black History month, in which the students are required to do a book report on a book written by a Negro author. Many African-American find the term”Negro” offensive. By taking the time to use cultural reframing, the teacher could give the same assignment using the term “African-American” author. Lastly, reframing how question to what and why questions. Asking how questions results in short answers that presume the correct answer is available and they distract from inquiry. What and why question promote the search for deeper understanding. For example, ask” how something work?”requires a more restrictive answer than asking “what does the item contain that causes it to work the way it does, and why the inventor did chose to construct it the way he did? Reframing allows expansion of ideas and information that would otherwise go undiscovered if view by only one perspective (Lambert, Fincham, & Stillman, 2012; Reynaert & Janne, 2011) Engage in Dialogue is the last personal capacity. Engaging in a dialogue is often compared to engaging in a discussion. There is a clear difference between the two. Engaging in a discussion is usually described as a process that narrows options in order to make a decision (Isaacs, 1999), and a dialogue is a process that increases the sharing and expansion of knowledge and understanding, creating new possibilities (Isaacs, 1999). York-Barr et al. (2006) are careful to point out that some decisions are not important enough to warrant a dialogue, and some decisions cannot wait for a dialogue to occur. For example, the planning of space flight to Mars would require a dialogue to ensure all perspectives and possibilities are considered, however considering which target to strike during a military battle requires a decision (Costa & Kallick, 2004; Richmond, 2010; Shoffner,)
My Personal Capacities I paid for college by working as a retail salesman. My on-the- experience taught me the importance of listening to the customer. From my experience, listen includes being present, being open, having empathy, and not showing judgment. I believe that communication and positive relationships are created when some feel that are truly being listened to by someone. With that said, I need to practice holding back my need to give input when I am passionate about a topic. My wife observed me skyping with a professor in one of my on-line graduate classes. She pointed out that I didn’t give my professor enough time to answer because I was so excited about the topic we were discussing. That was two years ago, and with practice I believe I have improved. I have one rule in my classroom: always show respect. That rule applies to everyone, including my interaction with the students, the student’s interaction with me, and the students' interaction with each other. I view honor and respect as the same thing. I remember being taught by my father that “you show respect because you are a respectable person”. I strongly believe honoring people and process because I am an honorable person. I consider viewing learning as a mutual activity as a part of honor. As a chemistry teacher, expanding thought and inquiry is a primary concern. I constantly practice how I ask questions, including the tone, syntax of the question. However, I have not focused on presuppositions. I need to practice reviewing my lesson in order to ensure positive presuppositions are stated.

References
Bodie, G. D. (2011). The active-empathic listening scale (AELS): Conceptualization and evidence of validity within the interpersonal domain. Communication Quarterly, 59(3), 277-295. doi:10.1080/01463373.2011.583495

A constructivist-based approach to teaching database analysis and design. (2006). Journal of Information Systems Education, 17(1), 43-53. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=507883994&site=eds-live

Costa, A. L., & Kallick, B. (2004). Launching self-directed learners Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000223652300010&site=eds-live
Fassaert, T., Sandra, v. D., François Schellevis, & Bensing, J.Active listening in medical consultations: Development of the active listening observation scale (ALOS-global). Patient Education and Counseling, 68, 258-264. doi:10.1016/j.pec.2007.06.011

Kim, Y. M., & Greene, W. L. (2011). Aligning professional and personal identities: Applying core reflection in teacher education practice. Studying Teacher Education, 7(2), 109-119. doi:10.1080/17425964.2011.591132

Isaacs, W. (1999). Dialogue and the art of thinking together. New York: Currency.

Lambert, N. M., Fincham, F. D., & Stillman, T. F. (2012). Gratitude and depressive symptoms: The role of positive reframing and positive emotion. Cognition and Emotion, 26(4), 615-633. doi:10.1080/02699931.2011.595393

McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2007). Learning to listen: Teaching an active listening strategy to preservice education professionals. Topics in Early Childhood Special Education, 27(4), 223-231. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=32046663&site=eds-live

Melville, W., Fazio, X., Bartley, A., & Jones, D. (2008). Experience and reflection: Preservice science teachers' capacity for teaching inquiry. Journal of Science Teacher Education, 19(5), 477-494. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ809627&site=eds-live; http://dx.doi.org/10.1007/s10972-008-9104-9

Osterman, K. F. , & Kottkampm, R. B. (2004). Reflective practice for educators. Thousand Oaks, California: Corwin Press

Peyton, L., Pollak, K. I., Alexander, S. C., Tulsky, J. A., Lyna, P., Coffman, C. J., . . . Ostbye, T. (2011). Listening effectively and ensuring empathy and respect for clients' and carers' models of the world. United Kingdom: Taylor & Francis. doi:10.1080/13575279.2012.657484

Porath, M. (2001). Activating & engaging habits of mind. Roeper Review, 24(1), 42. Retrieved from http://search.proquest.com/docview/206698140?accountid=28180

Reynaert, C., & Janne, P. (2011). Reframing 'reframing': Another look at 'reframing' inspired by a sonnet by charles baudelaire. American Journal of Family Therapy, 39(5), 419-430. doi:10.1080/01926187.2010.537239

Richards, S. (2007). The last word: An interview with arthur L. costa. Journal of Advanced Academics, 18(2), 313-327,330-331. Retrieved from http://search.proquest.com/docview/222735157?accountid=28180

Richmond, R. (2010). Cascade vs dialogue: Do we really have to choose? Strategic Communication Management, 14(6), 18-20. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=55460423&site=eds-live

RODGERS, C. R. (2006). Attending to student voice: The impact of descriptive feedback on learning and teaching. Curriculum Inquiry, 36(2), 209-237. doi:10.1111/j.1467-873X.2006.00353.x

Shoffner, M.The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25, 783-789. doi:10.1016/j.tate.2008.11.012

Weger, H., Jr., Castle, G. R., & Emmett, M. C. (2010). Active listening in peer interviews: The influence of message paraphrasing on perceptions of listening skill. International Journal of Listening, 24(1), 34-49. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ910765&site=eds-live; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/10904010903466311

Yeo, R. K. (2006). Learning institution to learning organization: Kudos to reflective practitioners. Journal of European Industrial Training, 30(5), 396. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eda&AN=21881838&site=eds-live

York-Barr, J., Sommers, W. A., Ghere, G.S., & Montie, J. (2006). Reflective practice to improve schools:An action guide for educators.Thousand Oaks, California: Corwin Press

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