The Messy Teaching Conversation: Toward a Model of Collegial Reflection, Exchange, and Scholarship on Classroom Problems

Abstract

This essay argues that only by sharing our mistakes and uncertainty can we fully reflect on our own process as teachers, only by understanding our process can we begin to identify the many factors that contribute to classroom messes in the first place, and only by acknowledging the perpetual messiness of our practice can we fully engage in the scholarship of teaching and learning.