Critical moments and the art of teaching

The article is a report on a collaborative study of three experienced teachers who reflected on the critical moments of their teaching experiences in a multi-age classroom in an elementary school in Western Canada. The focus in the article is on these critical moments in their teaching that brought about change and how these changes improved teaching practise. Using ‘reflective practise’ as a theoretical framework, the three teachers present a number of insights from their personal lives and from their practise to support the notion that the crucial factor in effective teaching is to be formal in learning how to become a ‘reflective practitioner’.