Dynamic Reflection Model

Dynamic Reflection Model

The Dynamic Reflection Model can be used to visualize the inner dialogue. The model uses four chairs that reflect the four different positions a person can take in the internal dialogue.

In the second paragraph we will give an illustration of this principle using a few examples of thoughts and feelings that may occur in the educational context. We will continue by explaining how you can be the director of your own thoughts and feelings by using the Dynamic Reflection Model.

In the following section we discuss how the model is related to certain aspects of developmental psychology, and in the fourth paragraph we explain what we mean by a deficit in the internal system of a teacher.

We conclude by discussing the aspects of group dynamics that are incorporated in the Dynamic Reflection Model. With this article we want to clarify and prove the power of applying the Dynamic Reflection Model to the educational context.

We also would like to demonstrate the importance of the inner dialogue for both teachers and students in the light of high quality education.

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Article: Dynamic Reflection, published in ANSE Journal December 2022
Ruijgrok, C. (2022). Dynamic reflection with the four-chair model. In: ANSE – European Journal for Supervision and Coaching (periodical for professional exchange and networking) – Summer University Keynotes and Workshops on Human Empowerment in an Environment of Elevated Uncertainty, Riga, Latvia 2022. Volume 6 – 2022 – Issue 2, pp. 75-78.

Biography of Corma Ruijgrok

Corma Ruijgrok (1962, MEd) is a senior lecturer at the university of applied sciences, Utrecht, the Netherlands. Since 1993 she is teacher educator in social skills, group-dynamics, the pedagogy of teaching and coaching based on dynamic reflection with the four-chair model. Her focus is strengthening personal leadership of professionals in a sustainable and inclusive society. Trained as a teacher in communication and being a body-oriented therapist and supervisor for both individuals and groups, she was inspired to integrate the essence of this knowledge in teacher education. The outcome was the four-chair model and the LOLL-competency card and masterclasses dynamic reflection since 2006. In co-creation with colleagues Corma has written several articles about the quality of the inner dialogue and its influence on professional behavior and the interaction in groups.