Next Directions

Next directions:

Ok, so if we just want to extend the work we did in this article, we could use the same stasis points/strategies to interpret the nature of our responses and the quantity of occurrences. How frequently are we attending to one kind of stasis point, for instance. As individual instructors do we tend toward interpreting situations in one or two ways more than others? It would certainly be useful to know if I always respond based on role frames, for instance, because I’m so interested in relationships and respond so often to students as individuals. On the one hand, this might be too self-centered to really matter in terms of the larger field. On the other hand, we can continue to suggest how our stasis strategies can be useful as lenses to turn back on our own pedagogy.

Another possibility:
based on a pattern we see in our own responses, each write (but kind of collaborate behind the scenes) an article elucidating one of our stasis strategy/point categories further. Basically, develop the theory of how each of these reflective positions in the classroom works, what benefits it affords, what its pitfalls might be.

Repertoire seems a little broad still and less defined than I would like it to be.