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Improving the education system
Quality education introduction
Example of reflective essay on learning experience
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My principal concern in this reflection will be to discover my shortcomings as a student in this course and to identify ways in which I can remedy those shortcomings in the second half of the semester. My first point is that I find that I participate far less than I would like to in class discussions. I have a very difficult time putting thoughts together in my head and, oftentimes, I find that by the time I manage to gather my ideas together coherently, the discussion has moved on and my point feels out of place or irrelevant. Sometimes, I also feel like my thoughts are elementary when compared to the current level of the discussion and I feel hesitant to interrupt the flow. I definitely feel more comfortable in the more personal, or partner-based discussions that we have during class sometimes because they help relieve the pressure of sharing my rough thoughts with a large amount of people. …show more content…
Ever since the Austin readings, I find that I am getting too tied up with the terminology (and especially the philosophical aspects) that the authors are using in their piece. I have had limited exposure to philosophy in general, and I find that I spend a lot of my reading time defining some of the scholarly terms in the pieces and still not understanding them all too well. For example, the relationship between the Austin, Derrida, and Butler themes is becoming clearer to me as we move forward, but I believe I could benefit from some more private discussions during a personal meeting in order to better understand the terms and ideas they are building off. Moving forward, I will be more responsible for scheduling time outside of class to speak with you about terms and ideas in the readings that confuse
She begins the chapter by explaining the importance of invisibility in the classroom. “Don’t be too noticeable is the rule” that is commonly known by most students (91). She elaborates by explaining that a student should not add new information into a conversation yet ask a question that would concern all students about upcoming work or tests. Later in the chapter, she highlights that the instructor 's main role in the classroom is “getting [students] to say something” because students felt pressured into remaining silent (94). This pressure came from personal self-doubt and the desire to not be defined as unintelligent. In conclusion to these points, Nathan states that “despite official assertions about the university as a free marketplace of ideas, the classroom doesn’t often work that way in practice” (95). In addition to in class discussions being intellectually weak, conversations outside of class rarely involved academics, but when academics were mentioned, there was a limited set of a few questions like “‘Did you do the reading for today?’ and ‘Did we have anything due today?’” (96). She explains that no students ever asked question about how interesting assignments were because they “weren’t acceptable or normative topics to introduce” while outside the classroom (96). Based on the lack of intellectual discussions in and out of class, Nathan concluded that academics play a minor role in the life of
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
Alexander (2004) argued there are five principles of a dialogic classroom: collective, reciprocal, supportive, cumulative and purposeful. These principles, Alexander (2004) argues, are what make teaching dialogical. Throughout my teaching experience so far, I have observed and used these five standards during lessons. In reflection, at points they will not have all been present. In an equal capacity, subsequently on a number of occasions these principles have been present
Class discussion – after a section of reading teacher reviews content and “big ideas” as they arise. I
In the book “self – taught: African American Education in Slavery and Freedom”, the author, Heather Andrea Williams, does a great job telling the story of the obstacles slaves faced in their attempts to become educated. Throughout the book, Williams gives numerous accounts of the experiences of these slaves and illustrates their determination to learn to read and write; as well as obtain a formal education. In my opinion, the most common theme that resonates with me after reading chapters one through nine is persistence; despite challenges, obstacles, punishment, and death, slaves were determined to become educated.
We seem to have gotten off on the wrong foot at the start of this year. My first semester in this class was rough to say the least. I spent the entire first marking period trying to get caught up on the summer work for a class I didn't even want to take, but couldn't switch out of. The second marking period was better. What brought me down there were, quite frankly, the useless and unnecessary blog posts. There is no better textbook definition of "busywork". I can write you another email dedicated to this atrocity. Every blog post I made was complete nonsense and I'm sorry you had to read them. There was also the matter of the Frankenstein DIscussion grade. I got a failing grade on that assignment? An assignment that is majority participation? When I asked you about it, you said that my contributions to the conversation were not in-depth enough. I simply nodded, smiled, and went on my way. To myself, I thought, "That feedback was awful." Isn't the purpose of a discussion to share ideas? What were my contributions missing that warranted a failing grade? I still believe that I was one of the handful of students that contributed my genuine thoughts and ideas to the conversation. I can name names of students who just went to the analysis section of the Sparknotes and read from it verbatim to sound intelligent. I know this because I read the Sparknotes as well, but didn't use that information in the discussion unless it came up organically. I
As we approached the due date for the first essay assignment, the professor asked us to share our introduction paragraph aloud to the class. Since I barely knew any of my peers, I found the aspect of participation terrifying at first. However after becoming familiar with my surroundings and fellow mates, I felt at ease sharing what I my thoughts and receiving positive feedback. Suchexposures have allowed me to figure out the proper writing techniques thus giving a chance for a better grade in any writing assignment. Group workshops were helpful, along with the assessment done between two other students, all of which helped me figuring out my mistakes and improve on those points later in my revision process. The transition between high school paper and college paper has led to a dis...
The term reflection means the examination of personal thoughts and actions. For nurses this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour. This means it is a process in which a nurse can better understand themselves in order to be able to build on existing strengths and take appropriate future action (Somerville, 2004). Reflection is a way to bring your own intuition along with empirical knowledge together. Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Reflective practice enables practitioners to learn to value themselves as significant people with values and feelings that are important factors in giving care. Whilst reflective practice allows the nurse to recognise the value of their experiences, they may also need support to work through a difficult situation. This is where reflection aids nurses in dealing with these challenging experiences (Johns, 1995). Reflection on experience offers nurses the opportunity to reflect on caring in practice in ways that its nature can be understood, where the skills necessary for effective caring can be developed and most significantly, where the values of caring for people can be highlighted, both to the individual nurse and the world in general (Johns 1996)
When looking back over the course as an entity, I enjoyed the videos and reflections. I feel I have learned the most through this homework assignment. The videos gave me the opportunity to be able to put the techniques I learned to action. I loved how I was able to self reflect on my video and learn more about myself as a counselor through this. Also, I think the class feedback checklist was very helpful. When tying my reflections, I would reflect
When assessing my current writing ability, I recognize my ability to efficiently relay a message; however, I struggle with using strong phrases and advanced writing. When I begin drafting a paper, translating my thoughts and ideas into words comes naturally, and I do not get lost in the process. As mentioned previously, the general areas that need improvement include using strong vocabulary to convey a professional level of writing. Also, I believe that I need to work on transition phrases between ideas.
For instance, I have learned that just simply reflecting on what I am seeing in the classroom is not enough that I have to comprehend and gain knowledge about the classroom in a more profound and meaningful way, such as relating observations to theories and psychology studies. Also I have learned to reflect more deeply on what is going on around me, not just looking at what is at the surface. I took notes during my observation. I tried to not only write what was happening, but also why it was happening and tried to convey any thoughts or feeling the students, teacher or myself had. Lastly, in my reflection, I improved my reflection skills by asking myself questions, such as, “what would I do,” “how would I do it,” and “how would I react?” Then, I would reflect back on what I had learned throughout the semester to see if I could find the most appropriate
We were asked to specify our personalized outcomes in the beginning of the year, one of the most important parts of this for me was critical thinking. Critical thinking is an easy phrase to understand however is a more difficult process to actually follow through with. I wanted to find multiple senses of the text. Seminar taught me skills in which I have become more comfortable with analyzing a text. For example, through asking questions and annotating my book I have been able to understand more of the author’s intentions. In class when discussing Virginia Woolf’s “ How to read a book” I added more than twenty annotations to my book during the discussion. Along, with many of my peers I was at first dreading to read this essay because I thought this was going to be a borin...
Reading what your students say is equally important. It gives you clues about their perceptions of the subject class. 3. What is the difference between a'smart' and a'smart'? Oral reflections.
Class participation was great everyone joined in on the discussion. People in the class felt comfortable talking out loud and putting there two sense in.
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.