1. What went well with your experience today? -I explained my thesis, made I contact, and dresses professionals. The people on my panel did not seem to have any questions on what I was arguing. I did okay at not reading right off of my paper but at times I did look at it for reference, mainly for statistics. 2. What did not go well with your experience today? -Some of the questions I was asked did not go well. I was explaining my point and then I would go onto another topic that did not really matter too much. I feel that this was due to a lack of preparation on my part, because I did not practice outside of school at all. 3. What would you do differently knowing what you know now? -I would practice for a few minutes outside of school, look
I froze. I felt my smile fading away and my tendency to overthink going into action immediately. What do I do? What if I say something wrong? What if I don’t do enough? Other underclassmen often asked me about my experience in certain classes
However, I did notice that there were a few faults in the presentation, one being a fault that I personally consider may have negatively impacted our presentation. It seems to me that I was not able to deliver the presentation to the best of my ability as I had let my nerves get the best of me when talking to the staff. The reason for this was that I was not comfortable with taking on the speaking role that I was given and that there were last minute changes made to my slides right before presenting. Bruner, (1996) stated that the learning process for staff relies on the “meaningful dialogue” that is presented by the presenters. In this case, I think that my speech was not strong enough to grab the audience’s attention, thus not being able to portray my message about what an Ofsted inspection is and what the results from an Ofsted inspection mean. Nevertheless, although I was not able to present to the quality that I had wished, the feedback received was reassuring that I had not done terribly bad. I was able to see myself grow as a presenter as I noticed that my
English has never been my best subject. Reading books can be exciting, but the writing aspect of English can be dreadful. Somehow, however, I passed all my advanced English classes with at least a B, and my teachers always considered me to be “above average.” My impartiality toward English shifted to an indifference near the end of my high school career; my indifference then shifted to appreciation. This appreciation is attributed to American Studies and Honors Writing, the most difficult English classes at Belleville East Township High School. American Studies and Honors Writing have strengthened my writing skills beyond what I believed possible. I still do not believe that I am the best writer, and English may never be my best or favorite
I pronounced and enounced majority of my words clearly and effective. One word that I messed up was certifications. When I mispronounced this word, I immediately said sorry and repeated the word along with the sentence. I did not over exaggerate my vocabulary. I said words that were simple and easy to understand. I also used proper grammar and avoided slang words. During the interview, I was not afraid to ask for clarification if I did not understand her answer. One of the things I needed Lacey to clarify on was the meaning of Lead Points. According to Lacey, William Woods’s students have to receive 40 Lead Points to receive a 5,000 dollars scholarship for school. In order to receive Lead Points, students have to go to a certain amount of campus events. I treated Lacey as an individual and did not automatically assume that she does the exact same things like my Student Involvement Director, Julie Cook. When asking Lacey questions, I stopped a couple of times because I was trying to remember all of them by memory. I realized that it is ok to look down at my notes every now and then to help me to remember. Throughout the entire interview, I said um three
First, please describe your preferred communication style based on the test that you just took. What surprised you?
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work in see what areas I lacked in and where I succeeded. Some of the skills I had shocked me as I didn’t think I had those capabilities in me.
Since the last journal, a lot school wise has happened. I discovered a likeness for family interviewing, conducted my standardized client interview, and learned a lot in different areas in this class.
Everything became very real as I entered the health care career fair on October 14th. I was expecting to see the same employers and get the same answer, “We don’t hire COTAs. Although my second time attending, I had a different experience. There were multiple booths that were looking to hire occupational and physical therapy assistants. Being close to graduation, made the career fair much more beneficial. The employers were more likely to engage in conversation about your future plans than before. One aspect about the career fair I don’t like is how some of the booths when you approached them, automatically would say they weren’t hiring when we stated that we were in the OTA program. I feel as though this event is to find future careers even
After my interview with Rob, I was really surprised with the feedback I received, it was really positive. Of course being in a classroom and during an intake interview for the first time, I was slightly nervous. Honestly, I was more nervous just walking up and quickly my nerves calmed once I sat down and focused on just Rob. I think that was something that I did right. I’m also very critical of myself, I try to constantly push myself to do better at everything I do, even things I haven’t done yet, I try to do the best I can, having high expectations of myself gives me too much ground to fall sometimes but in a situation when your needing to focus on someone else, rather than your flaws, you have to make sure that every thought is on the person
A good counsellor has to engage in several basic skills of interview including attending behaviour, questioning, encouraging, paraphrasing, summarising, and reflection of feelings (Achanta, 2014). These skills are obtained through practices and supervisions. Therefore, one has to evaluate the micro skills that he or she applies in counselling sessions to gain a better insight of his or her interviewing style, strengths, and limitations. Role-play sessions are considered effective in helping counsellors to practise their micro skills in a variety of situations that they might face (Ivey & Ivey, 2007). This essay is a self-reflection of my interviewing style and the skills that I used in a role-play session which helps me to understand my own strengths and limitations in counselling.
My second video interview has shown me a significant amount of strengths that I have learned in class, while realizing that I still have room for improvement. After doing the final interview in SW 220 I realized that, if I continue to listen to myself on video, I can become efficient within the interviewing role. While Shania and I have a great understanding about the NASW code of ethics, I felt that she was able to relate to her personal experiences more than I could. I enjoyed listening to how she perceived the code of ethics because of the encounters that she faced while being a CNA for three years and her role in the USRH on campus. By comparing this interview to the first one, I was able to see how I interact with an individual that shares
It is always a pleasure to look back on my work throughout the semester and notice certain changes. There are things from interview four that I never did in interview one. This final interview seem to me my best one in my opinion. Focusing on my checklist, I gave my client tremendous feedback, dialogue, and summarizing her feelings. Through this interview I literally hit the ups and down of her emotions. I started with talking to my client about her positive transition into Mosaic living faculty. The feedback I got from her made me very excited to know that she had met two great people. One of which of the people was a great help to her. The lady at the place named Emily, helped cook, picked her clothes out, and was a good support to her. The
My willingness was not as prepared as I wanted to be, I found that out later in the semester. I wasn 't really into studying mainly because I had “better” things to do
Also, in the beginning of the lesson I gave the students clear directions of what I expected of the students. I had the students repeat the expectations back to me which was a success since they understood and did what was expected. After the activity, the students were supposed to complete a word sort and then a writing prompt. During the writing and the sort, I did not give clear instructions which affected the students and how they completed the assessment. The next time I teach a lesson, I need to focus more on directions and giving detailed
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.