Chapter 4: Capacity Building 79minimized or dismissed completely.
Cox (2005) suggests reflective practice can be operationalized by
using the Johns Model of Structured Reflection (MSR), which
employs a series of cue questions. The Johns Model uses the
following categories of experiences from which to draw reflections:
Aesthetics: What were the concrete actions? Describe what
happened.
Personal: Look inward and identify your own reactions and
drivers.
Ethics: Were your actions consistent with how you think or want
to act? If no, why not?
Empirics: Identify how your experience is growing, how your
knowledge base is increasing, and how you may use the
experience or learning in the future.
The first phase of reflective practice is for learners to spend time
independently reviewing their experiences. It is imperative to have a
formalized method for reflection. Most often this is accomplished
through writing down reflections in a journal or log, which requires
the learner to spend quality time. The coach provides time and
opportunity for debriefing and challenges learners to take risks and
to discover and learn new behaviors. Farrell (2007) suggests writing
regularly in a journal helps learners clarify their own thinking,
explore their own styles, and be better able to monitor their own
practices.