The critical incident technique as one more tool in the educational field

Over the last few years a great number of disciplines have been using The Critical Incident Technique (CIT) to predict, detect and solve problems in different fields.
In the educational field, CIT is considered to be a tool to improve teaching during the pre-service and in-service practice (González, J., Escartin; N.; Pérez, M., 2003). This technique would allow educators to have the possibility of reflecting upon their methods and practices. According to Gil (1991) and Torre (1997), it is very often thought that any knowledgeable individual is prepared to stand in front of several students and conduct a class (cited in González, J., Escartin; N.; Pérez, M., 2003). The question which might be posed is: does any knowledgeable person know what to teach and how to teach it? In my personal experience the answer to that question would show that not any well-read person can cope with difficult class situations. Numerous leading and prestigious professionals will surely have great expertise in their discipline although they will probably fail to deliver a class as they are not familiar with classroom activities and students’ needs.
I personally regard the CIT as an extremely useful tool when it comes to dealing with crucial issues in school classes. A few months ago, I was made aware that a student of mine kept refusing to participate in class whereas his classmates were active participants. At first I thought it was a problem of class adjustment. I presented this case to my colleagues and I discussed it with them, who claimed to have noticed the same attitude in the student’s behaviour. After predicting some possible causes, we decided to dig into my student’s problem.
During the last few years the idea of having the teacher as the centre of attention in the classroom has changed. The teacher is seen as a contributor and a facilitator who provides students with all the necessary tools to acquire knowledge. This view gives students the opportunity to become more autonomous in the cognitive process and not be dependent on the instructor for every single item to be learnt. The feeling of freedom and independence which a student experiences when s/he realises that the teacher is only guiding her/him is what will definitely make the student grow.
Nevertheless, educators must be well trained to successfully accompany their students’ guidance.
After several months of hard work and reflection upon the possible causes of my student’s behaviour in class, my colleagues and I came to the conclusion that he was not only too shy to interact with his mates but he also had a lack of self-confidence which prevented him from working on his own.
This conclusion made my colleagues and me raise the question of the need to partially change our technique in class. It was crystal clear that this particular student did not respond in the same manner as all the others did. It was evident that he could not work if he was not guided in his learning process.
Educators who are highly trained in preparing, planning, observing class behaviour and responses are the ones who will accomplish their mission more successfully. I go along with the idea that CIT prepares educators to cope with almost any unexpected situation in the classroom, analyse its possible reasons and find possible solutions.
Many possible responses to all these problems which are found in many of today’s classrooms can be answered by CIT. However, every individual is different and a list of endless answers might be given or suggested to resolve these complicated problems. It is the skilled teacher who should be responsible for interpreting and elucidating the major and crucial points within a classroom.

Reference
González, J.; Escartin, N.; Pérez, M. (2003). Los Incidentes Críticos en la Formación y Perfeccionamiento del Profesorado de Secundaria en Ciencias de la Naturaleza. Revista Universitaria de Formación de Profesorado, 17(17). Universidad de Zaragoza, España.