How to Apply the Critical Incident Technique as a Classroom Resource

This is the second paper I will share with this community. In this paper, the theory and application of critical incidents technique is discussed and analyzed. I am looking forward to reading your comments and critiques.

Critical incidents are an essential strategy teachers must know how to use to be able to react when facing similar situations already experienced. Moon (2000) claims that there are many different problems the teacher may face in the classroom, and if he/she had received instruction of practical ways of solving them, it will be much easier to find solutions. Theoretical instruction together with practical instruction is a key element for teachers to solve complex events in a natural way.

When we encounter a difficult situation in the classroom, we should be able to know how to react and find a didactic solution. To deal with the problem, it is necessary to follow a series of steps. First, we should describe the context in which the situation has taken place. Description of the students’ and teacher’s characteristics should be provided as well as the topics included in the syllabus. The name of the school and some of its features can be included if relevant. Secondly, we must describe the problematic situation; that is to say, the report of the complex situation experienced in the class. Thirdly, possible causes of this issue should be given. They can be related to the student, the teacher, the group or any other component of the class. Finally, we should try to find some possible solutions to put into practice.

Some of the most common sources of conflict are the teachers. Their behavior and attitude may affect on students’ discipline. Teachers should not be unprepared or inconsistent and they should try to give interesting lessons. Teachers must be the first to seem interested in the topics they are teaching and they should care about the students’ reactions. The other main cause of conflict may be the students. They might have several reasons to be uncomfortable with the classes. Personal problems may be an important cause for their distraction as well as internal group conflicts. Adolescents may want to be noticed and behave disruptively with the only purpose of being recognized. “A lot depends on how the student views the class, the teacher, the subject being learnt” (Harmer, 2001, p.251).

There are a number of different actions a teacher can do to solve or avoid problems. Acting immediately after the conflict has taken place is a suitable way of dealing with them. If the problem is related to boredom in the class, changing activities would be a positive course of action. Talking to the members of the class and discussing the possible changes to develop a better atmosphere are always good ways of dealing with difficulties.  Talking to other teachers may also help since they can see the incident from another perspective.

In conclusion, reflecting about critical incidents is a valuable way of dealing with possible prospective problems we may have. Having seen other views and proposals would make our job easier if we encounter difficulties. These teaching strategies will be useful for our entire career since problems will never cease to exist.

References

Harmer, J (2001).The practice of English language teaching. Longman.

Moon, J (2000). Children learning English. Macmillan Heinemann.

Fernández González, J., Elótergui Escartín, N., Medina Pérez, 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. Pp. 101-112. http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107