Discovering Initial Workplace Applications
The ability to reflect, grants one the opportunity to engage within an interpersonal evaluation utilized for the purposes of assessing where the individual is presently and determining where they need to be. Without the disciplined practice of reflection the demise of an individual’s personal growth and development is inevitable. Therefore, reflection serves less of a noncompulsory approach towards the progressive mobility of oneself occupationally, but rather the dire necessity of which assists in facilitating the developmental maturation of one’s life holistically.
This assignments primary task requests for the development and operational plan of which identifies methodologies of which call for an established active workplace where the practice of reflection is executed. In conducting this tasked objective the content of this paper sets its written focus upon providing a description of the potential benefits of conducting reflective practice within the developed process of teaching, providing some advantages of reflective practice within the developed process of teaching, identifying a comprehensible plan of action of which identifies the implementation/integration of reflective practice methodologies within the writer’s place of employment, and assess strategies of which can be utilized for the purposes of engaging those in which resist to utilize the reflective practice approach.
Benefits of the utilization of reflective practice in the teaching process
The musical dispositional held with the genre of Jazz, is one in which appears to derive from a compilation of a multiplicity of fluid and diverse musical and rhythmic styles blended together producing a magnificent array of aud...
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York-Barr, Sommers., William A., Ghere., Gail S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press.
Music is magical: it soothes you when you are upset and cheers you up when you are down. To me, it is a communication with souls. I listen to different genres of music. When appreciating each form of music, with its unique rhythm and melody, I expect to differentiate each other by the feelings and emotions that it brings to me. However, I would definitely never call myself “a fan of jazz” until I witnessed Cécile McLorin Salvant’s performance last Friday at Mondavi Center. Through the interpretations and illustrations from Cécile’s performance, I realized that the cultural significance and individual identity are the building blocks of jazz music that create its unique musical features and support its development.
Jazz is referred as “America’s classical music,” and is one of North America’s and most celebrated genres. The history of Jazz can be traced back to the early era of the 20th century of the U.S. “A History of Jazz” presents From Ragtime and Blues to Big Band and Bebop, jazz has been a part of a proud African American tradition for over 100 years. A strong rhythmic under-structure, blue notes, solos, “call-and response” patterns, and
The word “jazz” is significant to America, and it has many meanings. Jazz could simply be defined as a genre or style of music that originated in America, but it can also be described as a movement which “bounced into the world somewhere about the year 1911…” . This is important because jazz is constantly changing, evolving, adapting, and improvising. By analyzing the creators, critics, and consumers of jazz in the context of cultural, political, and economic issue, I will illustrate the movement from the 1930’s swing era to the birth of bebop and modern jazz.
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
The term Jazz gained notoriety in 1914 as a form of music. Before it gained attention, its origin consisted of an “African rhythmic, formal, sonoric, and expressive elements and European rhythmic and harmonic practices” (4). Jazz form included a “call-and-response pattern, repeated refrain concept, and chorus format of most recreational and cult dances” (27). The fact that these elements made the transition to early jazz and survived today showed that it had a solid foundation ...
The rapid development of jazz in both the United States and Europe generated a number of diverse musical expressions, including musics that most listeners today would not recognize as “jazz” music. In order to remedy this situation, jazz musicians and critics after 1930 began to codify what “real” jazz encompassed, and more importantly, what “real” jazz did not encompass. This construction of authenticity, often demarcated along racial lines, served to relegate several artists and styles (those outside a “mainstream” to the margins of historiography.
As part of my HNC study, I will look to define and discuss the importance of reflection. I will be using a variety of sources such as books, web pages, articles and journals in order to gather information. Which in return will allow me to explain why reflection is of such importance.
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
Reflective Practice is a continuous action that directly affects anyone who is a practitioner. Jasper (2006, p. 53) stated that the benefits to the profession are the development of the nursing knowledge base and the recognition that nurses are contributing to both patient care and improved practice. Further, Jasper (2006, p. 43) explains that Reflective Practice is the foundation upon which reflection and reflective learning are based.
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
“The ultimate value of life depends upon awareness and the power of contemplation rather than upon mere survival” (Aristotle, n.d.) Reflection is a process that begins with looking back on a situation, thinking about it, learning from it and then using the new knowledge to help you in similar situations in the future. We need to evaluate through reflection to determine whether change is needed. We can then decide what action is needed and what we should do the next time we are faced with a similar situation. It might not necessarily be something you have done wrong, it may well be you were happy with the outcome of a situation you had some input into and would do again.
Reflection is a key part of our personal development plan that is significant from both academic and employment perspectives. It investigates and someway measures our present level of skills and knowledge by looking back to reflect our latest performance and monitoring future improvements (Gallagher K., 2013, p. 23-24).
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
Don't try to change everything immediately. And the more reflective you become, the more you will notice. Take it one day at a time. The greatest reward of becoming a reflective practitioner is that you become aware of how insightful and capable your students are. All teachers can develop habits of mind conducive to effective decision making.