Lightning Talks
Monday, April 7, 2025 2:30 PM - 3:15 PM
LIGHTNING TALKS
If you are a registered delegate, please login to view the full session information and resources
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.
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.
Creativity and Meaning-Making in Challenging Times: Reimagining Personal Tutoring for Resilience and Joy
As financial pressures and staffing challenges reshape higher education, the role of personal tutoring in fostering resilience and joy becomes more vital than ever. This presentation explores how tutoring programs can empower students to navigate uncertainty by helping them make meaning of their educational journey while embracing innovative approaches to support and engagement.The session will examine practical strategies for embedding reflective practices, emphasising "world and life readiness," and leveraging creative, scalable tutoring models. It will showcase how institutions can sustain high-quality, personalised support amidst constrained resources. Drawing from current research and practice, the session will explore creative tutoring models such as reflective "Joy Journals," peer-led "Resilience Circles," and digital portfolios that connect academic and personal growth. These examples illustrate how personal tutoring can adapt to evolving educational landscapes while focusing on student well-being and success. It will also study other examples, including pop-up advising centres, mobile advising apps, and peer-led tutoring programs designed to enhance connections, engagement, and positivity.
This lightning talk aims to inspire attendees to rethink traditional tutoring formats and embrace innovative practices that celebrate the power of positivity in learning and life. This session aligns with the "Learning Well" conference theme, celebrating the transformative power of personal tutoring in building meaningful educational and life outcomes.
Learning Outcomes
Bibliography
Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring