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Key Elements of Skillful Teaching

Marina Ferreira de Melo

University of Wisconsin—Stout

Educational Psychology of the Adult Learner

EDUC 403/603

Dr. Jerrilyn Brewer

March 17, 2019

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In The Skillful Teacher, Brookfield (2015) proposed that teaching is an ongoing of

process of “muddling through” varied aspects that constitute teaching. This term is accurate,

considering teaching and learning walk hand in hand, and dealing with the complexities in the

classroom requires the ability to try and experiment different approaches, including those that

would be considered less orthodox at first glance.

Throughout my readings, I came up with a clear concept of what skillful teaching means

by associating the sequence of topics presented in chapters 2, 3, 4 and 5, in which Brookfield

lays out a great foundation of the skillset teachers should aim for. These chapters focus on

considering core assumptions of skillful teaching, understanding your classroom, considering

what students value in teachers, and understanding and responding to emotions.

Considering Core Assumptions of Skillful Teaching

In chapter 2, Brookfield exposes core assumptions of skillful teaching which relate to

doing whatever helps the students learn, teachers should adopt a critically reflective stance

toward their practice, teachers should be aware of how students are experiencing learning and

teaching, and students should be treated like adults. Brookfield developed each core assumption

by providing real-life experiences of his own, which promoted engaging with his style.

Firstly, doing whatever helps the students learn might sound confusing at first, but the main

question on mind should be (pg 19) “Will doing this help my students learn?” If the answer is

affirmative, teachers should implement that into their practice. Secondly, he mentions teachers

must become aware of how their practice affects students learning and being able to self-analyze,

recognize needs for change and having the skillset to implement changes is when a teacher

knows he is not “stuck” and are willing to adapt. Awareness of one self is essential for effective
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teaching just like awareness of how others – students – are experiencing learning as well. There

are several techniques and tools - such as the one-minute paper (pg 19) and the Critical Incident

Questionnaire (pg 34) - teachers can utilize to gauge how students are feeling about their

learning, their expectations should also be considered. Based upon results, teachers have more

resources and validation to promote dialogues and discussions that will generate positive changes

when needed.

Understanding your Classroom

By being aware of student’s expectations, teachers can prepare for a class/ course with

more confidence. Although all of us, teachers, want to create a perfect space/environment for

learning, we must also remind ourselves that we will never be able to provide a perfect balance

and there will be individuals who are more resistant to learning than others. Observing and

respecting diversity in the classroom is also an essential pillar sustaining a healthy classroom.

Andragogy is a vast field with an extremely diverse population that must be taught and

nurtured adequately. Teachers should always bear in mind teaching and learning are intertwined

and that this process can be more challenging for some than to others, flexibility comes in handy.

Considering What Students Value in Teachers

The focus of chapter 4, Brookfield proposed that credibility and authenticity are

considered by learners as key elements in the classroom. On page 43, he defines credibility as

"the perception that the teacher has something important to share and that whatever

this“something” is (skills, knowledge, insight, wisdom, information), learning it will benefit the

student."
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According to him, “Authenticity is the perception that the teacher is dealing with students in an

open and honest way." Based on these definitions, he broke down these elements into categories

that make it up. To guarantee credibility, teachers must offer expertise, experience, rationale and

conviction. As for authenticity, teachers must provide congruence, full disclosure,

responsiveness and personhood.

Understanding and Responding to Emotions

Dealing with varied emotions is naturally inevitable and Brookfield dedicated special

attention to the most common type of emotion which can lead to negative outcomes, self-doubt.

There are many faces to self-doubt; it can express itself through impostorship (sense one is not

good enough for learning), cultural suicide (deeply rooted in culture, student might feel like they

are betraying family/cultural group by looking for higher education) and roadrunning

(epistemological panic attacks related to studying).

Brookfield (pg 56) mentions "It’s crucial for teachers to know how these emotional

rhythms are experienced, because left untreated they may well end with the learner deciding she

can no longer continue her journey." A better understanding of what self-doubt is, its

manifestations and possible ways to fight it is a positive way to help promote positive attitudes

towards learning, such as engagement, motivation and self-directness.

During my reflection, I realized it is undeniable that experiencing different sets of

situations in the classroom will naturally trigger a teacher’s curiosity – how can I work this out

with positive outcomes for both students and teacher? I believe Brookfield has attempted to

answer questions like this and his quest has resulted in an outstanding work/book that will

support teachers re-observe their practices and eventually, consider their skillset is adequate for
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multiple classroom realities. My take way from these readings is that being a skillful teacher is

not only about your expertise, years of experience or having seamless reputation, but it goes

beyond what is good and flattering.

Sometimes, it is not about relying solely on what has been done and worked but also

creatively experimenting, adapting, recycling old ideas into new. Finally, teachers must bear in

mind the interaction of complex of emotions that surround teaching/learning. Having the

sensitivity to deal with problems in a resourceful way, sharing successes and failures, investing

more time on peer collaboration, and keeping a positive attitude towards learning are ways to

achieve being a Skillful Teacher.

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References

Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the

classroom (2nd ed.). San Francisco, CA: Jossey-Bass.

Palmer, P. and Weimer, M. (2012). Considering the Courage and Practice of Teaching.[Video] 

https://uwsto.instructure.com/courses/141335/pages/considering-the-courage-and-
practice-of-teaching?module_item_id=996681