My book critique: Six frames for thinking about information

Edward De Bono: Vermilion, Ebury Publishing, Random House Group, 2008

In his book, De Bono (2008) describes the use of a special technique to change the way the reader can interpret the enormous amount of information that he receives. In a clear and simple manner, the author explains the importance of directing attention consciously by means of establishing certain frames. In addition, he gives each frame a shape: a triangle, a circle, a heart, a square, a diamond and a slab. The purpose of De Bono (2008) is, essentially, to help the reader focus his attention consciously. He affirms that in this way needs can be satisfied, and values and interests can be found.

In the preface and introduction, the author defines confusion as “an enemy of thought” (p. 13). On top of that, he states that this is caused not only by information overload, but also, by trying to do everything at the same time. Consequently, he affirms that it is possible to avoid confusion by using clarity, which can only be achieved by re- directing attention in a special way. Another important element of thought he refers to is perception. In each of the following chapters, he presents a separate, clear and complete description of each frame. He relates each shape to the type of perception it suggests; and on top of that, he enlarges his explanation providing a special meaning for each shape.

 Six frames for thinking about information is a very useful book for public in general, but especially for managers and group leaders who want to get the most out of information. De Bono (2008) has been teaching his method of thinking in the last decade. He has delivered lectures in different types of organizations. De Bono´ s strategy to direct our attention is an interesting way of thinking and looking at the world that surrounds us. His clarity is the result of being very simple and very visual as well. He helps the audience find a more effective way of focusing on what is really relevant; and in this way avoid getting overloaded by too much information, which can cause unnecessary confusion, an undesirable element in effective management.

                                                               Reference

De Bono, E. (2008). Six Frames for Thinking about Information. U.K. Vermilion, Ebury Publishing, Random House Group.

Sharing classroom experiences: A critical incident

How can a critical incident (CI) in the classroom be used as a strategy? It seems strange because these two words are often connected with negative experiences, the ones to be forgotten as quickly as possible. However, Fernández González (2003) states that it is very useful to analyze classroom events deeply and instead of solving them spontaneously, as we usually do, we should consider them as a powerful strategy to grow as professional teachers. He also argues that this analysis should be done at Teaching English as a Foreign Language College:

    Es importante tratar sobre incidentes críticos con los profesores en formación ya que, al plantear  estas propuestas didácticas se procura que constituyan parte de los contenidos; es decir que pasen a formar parte del aprendizaje significativo, del conocimiento implícito del profesor. (p 104)

I remember a CI which I experienced at the very beginning of my career. I was teaching a group of adults in a language school. One of them was a girl who was very shy and hardworking. However, she became another person when she failed her first test. At seeing her low mark, she became extremely aggressive and she accused me of being unjust to her. I tried to calm her down and asked her to wait till the end of the class when I would explain the corrections. She threw the test and left the room very angrily. It was very difficult for me to go on with the class. The rest of the students were very understanding and helped me to relax and continue. The authorities of the school talked to her later and explained to me that she had psychological and emotional problems which nobody had noticed before. Apparently she could not cope with her failure in the test and that event triggered her bad reaction towards me. She never came back to classes again.

I felt extremely disappointed and frustrated by the situation. After reflecting on the incident and with the help of my colleagues, the other students, and the authorities I could overcome it. It really took me a long time to understand that a difficult situation with one person does not mean trouble for ever. I had not been taught that unexpected situations are likely to occur when you deal with human beings. Every person brings along experiences, ideas, beliefs, feelings and emotions that determine his or her reactions and attitudes. The description and the analysis of CIs in the classroom can be a very useful way of training prospective teachers before they encounter their students for the first time.

References

Fernández, J.; Elortegui, N. y Medina, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Interuniversitaria de formación de Profesorado, año/vol.17.número 001. Universidad de Zaragoza, España.

Analyzing critical incidents

Personal narratives give readers the possibility of reflecting upon certain issues because they can learn about other people´s experiences. White and Arndt (1991) argue that to share personal experiences is one of the most important purposes of writing. Teachers can use critical incidents (CIs) as a useful way of analyzing and reflecting upon their practice. Kennedy and Wyrick (1995) also state that a CI can be defined as a method to be used   to foster reflective practice.

The analysis of CIs as part of teachers´ training is considered by Fernández González, Elórtegui Escartín and Medina Perez (2003) “as a pre-service and in-service teacher education strategy” (p 101). C Is are used as part of the training given to secondary schools Natural Science teachers in Zaragoza. Different CIs are described in detail and there are not only a number of possible causes, but also some possible solutions. The prospective teachers have the opportunity of working with these case studies and then they try to reach an agreement on how to deal with each situation.

In conclusion, to grow professionally is a long process, and in fact it should never end throughout the teacher´s career. It would be very convenient to present and discuss CIs during the training that prospective teachers receive while they are still at Teachers´ Training College. Thus, teachers will be more prepared to face unexpected circumstances that they will probably have to encounter in their future classes.

References

Fernández, J.; Elortegui, N. y Medina, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Interuniversitaria de formación de Profesorado, año/vol.17.número 001. Universidad de Zaragoza, España.

Kennedy, R.  & Wyrick,A. (1995). Teaching as reflective practice. Tennessee: The University of Tennessee.

White, R. & Arndt, V. (1991).  Process writing. Essex, UK: Longman

Defining a Discourse Community

The concept of Discourse Community has been widely defined in the academic world. According to Swales (1990), a community should fulfill six requirements to be considered a Discourse Community. This paper refers to different quotations that give evidence of Swales´ (1990) requirements.

 The members of this kind of community should have specific goals or interests. Kleese (2001), states that these goals can be met with the help of language if the community college is understood as a discourse community.

As Swales (1990) affirms, a discourse community should have specific genre.  Bizzel (1992) described it as “a group of people who share certain language-using practices …that can be seen as conventionalized” (p.222).  

A discourse community should have participatory mechanisms; this can be supported by the reference stated in Hoffman-Kipp(2003), who quote Swales(1990; cited in Pintos& Crimi, 2010) saying  that “Teachers interact with colleagues in goal directed activities that require communication and the exchange of ideas.”

According to Swales (1990), highly specialized terminology should be used among the community members. This can be perceived in the use of abbreviations and acronyms. Hoffman-Kipp (2010) refers to CHAT as the cultural historical activity theory. The same author discusses the relevance of reflection, participation and intercommunication among community members. This is the other characteristic that Swales (1990) proposes.

In conclusion, it can be seen that the concept Discourse Community is fully specified and clarified by Swales´ (1990) six characteristics. In short, if a community bears the six characteristics that he outlines, it is undoubtedly a Discourse Community.

References

Bizzel,P. (1992).Academic Discourse and critical consciousness. Pittsburg, PA: University of Pittsburg Press.

Hoffman-Kipp, P., Artiles, A., & Lopez Torres, L. (2003).Beyond reflection: teaching learning as practice. Theory into Practice

Kelly-Kleese, C.,(2001). Editor´s Choice: An open memo to Community College Faculty and Administrators. Community College Review.

Pintos, V., & Crimi, Y. (2010). Unit 1: Building up a community of teachers and prospective researchers. Retrieved September 2011, from

http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=6856