The microteaching aimed to test the psychoanalytic theory of object-relations (Celani, 2010, pp 51), emphasizing the importance of early relationships, but it also highlights the critical consciousness built in relationships (Freire, 2021, pp 44). Two teddy bears symbolized childhood connections (image 1). Participants were instructed to draw a significant person and discuss their expectations from others at work, inspired by contemplative pedagogy (Wilson, 2021).
I requested members to include their responses for significant others in their life in a collective ‘I’ for information. Drawings depicted family members like mothers, grandfathers, and sisters (image 2). Responses varied, with mentions of frustration, love, tolerance, and cultural influence. Some were pleased to see grandfather depicted as happy, while others hesitated to share experiences. One member questioned the relevance of teddy bears to the activity.
I addressed that the teddies were the others who were related to the connections with others.Some felt uncomfortable sharing emotions, which I reassured was normal. One member mentioned that if her partner had joined us he would have left the room. I replied that they had a choice to leave the room. Given more time, I would have gathered anonymous feedback on knowledge and skills they gained ,if any, in managing their current relationships.
Contemplative pedagogy encourages uncomfortable discussions, empowering members to choose their responses (Wilson,2021). Victor Frankl also asserts that ‘‘..our power is to choose our response within which there is growth and freedom’’ (Wilson 2021).
Other team members responded as to what were their expectations from others at work(image 3). They liked their colleagues to be honest, open, direct, supportive at work, capable of setting boundaries. And others reported they valued mentorship, and have learnt from colleagues who are conscientious, supportive, values oriented , capable of setting boundaries but also disorganized. Discussion allowed me to communicate that there was a conditional effect in relationships with others.
Some participants conveyed their feedback (image 4), expressing that they comprehended the task after responding to the inquiry regarding their expectations from colleagues at work. They also regarded the session as enjoyable and found the comparison between love and unconditional relationships in the workplace to be insightful and clever. One member felt he was the wrong audience, others said they linked the activity to their past experiences, relationships and beliefs. My approach of such enquiry about relationships was based on Freire’s notion that any conscious evaluation of social structures ,here work values, if consciously evaluated can bring transformative actions in structure (Freire, 2021). Another individual in classroom mentioned it was beneficial for him to abstain from sharing his experience. Members’ feedback included some frustration, which Larrivee (2000) suggests is a natural aspect of the teaching process (Larrivee, 2000, pp 297). To progress, I plan to inquire if they would consider accepting others unconditionally as a way to facilitate learning. It is important to create a space for feedback, prioritizing transformative changes including openness and trust among team members.
During another team member’s microteaching, we were tasked with taking a photo of a classroom space and drawing it on paper. I realized the value of drawing in connecting with internal experiences, unlike the frustration I felt with photography. I accepted my limitations in photography skills and learned to tolerate my frustration. Drawing from real pictures allows me to focus on details. I shared with the group that drawing helped me develop tactics. The instructor’s guidance in drawing tactics was invaluable, enhancing my insight. Peer discussions highlighted the benefits of drawing over photography, emphasizing the importance of the instructor’s pedagogical expertise in facilitating learning tactics. Other members utilized technology such googles and historic objects and linked these to motor and drawing skills. Blending various learning elements transformed knowledge into a dynamic fusion of pedagogy and interactive learning experience.
References
Celani, D.P. (2010) Fairbairn’s structural model and his radical approach to psychoanalytic treatment in Celani, D.P. (ed.) Fairbairn’s Object Relations Theory in the Clinical Setting. 1st edition. 51-. New York: Columbia University Press, pp 50-84.
Freire,P (2021) Pedagogy of the heart. London, UK: Bloomsbury.
Larrivee, B. (2000) Transforming teaching practice: Becoming the critically reflective teacher. Reflective practice,1(3),293-306. https://doi.org/doi:10.1080/14623940020025561.
Wilson, C.(2021) A contemplative pedagogy: The practice of presence when the presence is overwhelming. Journal of Transformative Learning, 8(1),52-62.