Session Outline

Reflective Conversation Spaces – A safe space for staff to be guided to reflect on their own experiences of tutoring within the learning and teaching environment.

Nicola Clarke (Birmingham City University); Mark Hetherington (Birmingham City University); Kat Sethi (Birmingham City University)

Guided reflection is a space "that facilitates discovery about the self, and the internal and external influencing factors as to how the self was within the experience" (Clarke, 2024: 166). Guided reflection has been recognised as having importance for psychological wellbeing and personal growth (Sanders, 2006 and Boyraz and Kuhl, 2015). Observations on monthly guided reflective conversion spaces within a higher education environment, indicates staff have found a psychologically safe space to explore experiences of learning and teaching. That there is a perceived enhancement of understanding self within the context of their professional identity. That engaging in reflective conversation spaces is also developing tutors confidence in being able to support students to reflect within personal tutor conversations.

The reflective conversation space creates a safe, compassionate environment where tutors can self-care, and through guided reflection, find their voice and explore their own experiences of tutoring in a learning and teaching environment. Engaging in reflection within purposeful space and time can also empower the tutor to develop continuous reflective thinking, that explores learning and teaching practices. A style of thinking which Biggs and Tang (2022) advise supports effective learning and teaching environments. Having space for the tutor to explore teaching and learning experiences, being a reflective tutor that models reflective practice, can be conducive to empowering the student to become their own teacher, and also a reflective practitioner but as a reflective learner (Biggs and Tang, 2022).

But in the creation of reflective learning and teaching environments Brookfield (2017) argued we cannot make assumptions about the effect our teaching has on the student experience of learning. Neither can we assume to know the meanings our student's take from our words and behaviours. Reflecting intentionally through specific space and time allows the tutor to explore assumptions held, challenge them, validate them, reframe and add data to them. This reflective exploration enables the tutor to develop knowledge of self (Clarke, 2024), to use this increased self-knowledge to understand who they are as a tutor and enhance emotional intelligence as it relates to their teaching and learning practice (Mayer et al. 2008).

Therefore learning how to create an environment that has space to support tutors to connect to the self, to consciously focus on processing their experiences in learning and teaching authentically, so that in turn they may support their students in becoming reflective learners, becomes important (Ghaye 2000). The reflective conversation space supports staff to not only explore their assumptions compassionately but to find their own voice so they can enable students to find theirs. This is of vital importance in higher education, where we empower students to leave university equipped with knowledge of the profession, and the interpersonal skills, cognitive and affective awareness to be able to use the self within the interpersonal connections they make with others. Reflection is not only a stance of permanent self-enquiry (Brookfield, 2017) but is an act of self-care, (Clarke, 2022).

The objectives of this lightening talk are to,

1. Share the details of the reflective conversation space for staff - providing the audience with new information about a new initiative.

2. Provide the audience with the details of what skills and space are required to run these conversations.

3. To offer our own reflections on how we have found facilitating these spaces.

The Balancing Act- Family, Work, and Study Life

Denise Morrison (WOMANA)

Balancing family, work, and study can be a challenging but rewarding journey. Each area requires unique strategies to ensure that no priority is overlooked while maintaining personal well-being. By focusing on building supportive relationships at home, enhancing workplace efficiency, and fostering effective learning techniques, individuals can achieve harmony across these three dimensions. This balance not only leads to academic and career growth but also strengthens personal connections and promotes overall life satisfaction.

Family: Learning Outcomes:

• Develop effective communication and a supportive relationship before you even decide to study. This will create and maintain healthy and supportive relationships with family members. For example, mother, father, aunts, sister cousins or older children.

• Master time management techniques to allocate time slots for family members to help you amidst a busy schedule. For example, allocating the right family member to pick child/children up from school while at work or university.

• Cultivate an environment where addressing familial challenges with others can easily be expressed and understanding.

Work: Learning Outcomes:

• Enhance prioritisation and organisational skills to meet professional deadlines while accommodating other commitments like family and studying.

• Build resilience and stress-management techniques to maintain performance under pressure.

• Foster collaborative skills and seek support from colleagues and supervisors when necessary. For example, ask for flexible work hours, so you can structure your work, and university timetable properly. Ask about using office space for studying, after the regular work shift has ended.

Study/university: Learning Outcomes:

• Employ active learning strategies such as note-taking and summarising to optimise study efficiency. For example, find out what works for you as an individual. Remembering everyone learns differently, and what works for one person, doesn’t necessarily work for others. As well as, everyone’s work and home setting is different and needs to be considered at all times.

• Develop goal-setting abilities to track progress and maintain motivation throughout the educational journey. For example, learning how to motivative yourself and not depend on others to motivate you.

• Develop and strengthen your network of students, lecturers, study peer groups and learning resources provided at the university. For example, using the library space, books, school librarian and all other support systems provided.

By setting clear goals and leveraging support systems, individuals can confidently navigate the demands of family, work, and study without sacrificing any single aspect.

Learning Outcomes

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