Some insights mapped directly to the framework of reflection as defined by Hatton and Smith; more generally, there is clear evidence that poetry can offer an imaginative scaffold through which students can reconsider events from their personal biographies. From this point of view, poetry reading seems to offer one model of Atherton's “oblique and collective” approach to reflective thinking (see above).
The experience of being in the group was equally valued by those who would describe themselves as “indifferent” or even “hostile” to poetry as those who enjoyed reading for pleasure. It is a measure of this that all of the students who took part in the research had kept their copies of the poems in a safe place (perhaps to be used) for future reference. One or two were actively thinking about how to incorporate the experience of poetry reading into their teaching:
I've wondered about how to use it …maybe to extend knowledge of extreme adjectives – I mean – what would you put in place of that word and what would the meaning be if you did? (Kerry)
Prompt questions used in discussion to support poetry reading · Do any pictures come into your head? · Do you hear or smell anything? · Do any words or phrases leap out for you? · As you read what feelings does the poem evoke (if any)? · Do you have any moments of confusion- if so when? · Do you want to ask any questions about the content or form? · Does the poem say anything to you? · Do you like the poem, dislike it, feel indifferent? · Does the poem evoke any thoughts about your experience as a teacher?
References Atherton, J. (2012) Limits of Reflection Available online
www.doceo.co.uk/heterodoxy/ March 2012 Benton, P. and Fox, G. (1985) Teaching Literature: Nine to Fourteen. Milton Keynes: OUP
Clarke, D. (ed.) (2001) Perspectives on Practice and Meaning in Mathematics and Science Classrooms. Dordrecht: Kluwer Academic Publishers
Dennison, Paul (2010) 'Reflective practice: the enduring influence of Kolb's Experiential Learning Theory', in Compass: The Journal of Learning and Teaching at the University of Greenwich, 09/10 (1) pp. 23-28.
Hatton, N. & Smith, D. (1995) 'Reflection in Teacher Education: Towards Definition and Implementation' Teaching and Teacher Education, 11 (1) pp.33-49. Hiley, T. (2006) 'Finding one's voice: the poetry of reflective practice,' in Management Decision pp.561-574 Iser, W. (1980) The Act of Reading. A Theory of Aesthetic Response. Baltimore: John Hopkins
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