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Reflection based on observation in a classroom
Reflective practice strengths
Student teaching reflection
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A reflective practitioner is a reflective teacher who will reflect in action. By doing this they will have these skills: understanding, problem solving, and the responsibility for the choices they make in their classroom. When being a reflective practitioner they need to have a reason for every question that they ask themselves. The questions could include: What am I teaching and why? How is this going to better my students? How can I improve what I am teaching? How can I make this lesson more exciting? They must always have new ways to improve their students and teaching. My teacher told me that she does this after lesson she has taught. She puts in on a sticky note then moves it over to her lesson on how she could improve it and what the
There are certain barriers in using reflective practice such as lack of proper resources to improve their learning experience. Some nurses are not aware of how to undertake reflective practice due to their lack of knowledge and also may be worried about documenting experiences and emotions. Furthermore, time is one of the main barrier for reflective practice, learning through reflective practice can be time consuming, and if a nurse is reluctant or shows lack of motivation to spend time in improving their skills or knowledge through reflection or reflective practices, it will not benefit in making any changes in their profession and also in their patient care. According to Forneris et al, (2009) lack of time can cause beginner nurses to become
The ability to reflect upon us is a valuable part of human life, insisted Taylor (2000). Reflection and reflective practice are claimed to enhance professional development, link theory and practice, promote critical thinking, lead to self-awareness a...
This paper aims to highlight an incident in theatre where environmental pressure has the tendency to lead to human error thereby compromising the patient’s safety. To reflect and critically analyse the situation, human factors, theories, guidelines and national policies that govern a theatre environment so as to improve the practice, raise awareness and prevent adverse event thereby improving patient safety in theatres.
I have connected the reflective research paper to objective # 1 because it made me examine my personal belief and attitude on gender equity issues. I did not realize that gender equity existed at the level that it does until researching the topic. Doing the research made me realize that the way we teach directly affects how children learn in every aspect.
Robinson, E. T. (1997, March 1). Applying the Theory of Reflective Practice to the Learner and the Teacher: Perspective of a Graduate Student. 12.
Reflective Practice is a continuous action that directly affects anyone who is a practitioner. Jasper (2006, p. 53) argued that the benefit to the profession is in the development of the nursing knowledge base and in 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. Jasper illustrated this process graphically with the following Reflective Process equation.
During my time on the PGDE Course both in University based learning, and more evidently during my Professional Practise placements, I have come to realise the significance of reflection within the teaching profession. Not only does reflecting on best practise benefit the children’s learning but also increases the teacher’s confidence and ability in making decisions and delivering lessons. ‘Reflective teaching is a great deal to do with facing such features of ourselves in a constructive and objective manner which incorporates a continuous capacity to change and develop’ (Moon, 2004).
As part of my teaching training it is important that I can reflect on my practice and create SMART targets to evaluate and create areas of progression for my future placements. Reflective teaching supports and enhances initial school based training and therefore, also supports the lifelong professionalism of teaching suggests Pollard
Reflection and reflective practice are terms widely used by many professional groups this assignment will focus on the education sector, specifically primary education. Reflective practice was originally defined by Dewey (1933:9) as: “An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that supports it and the further conclusion to which it tends”. Although dated, Dewey is considered a seminal author and referenced broadly when examining reflective practice (Ghaye and Lillyman, 2006., Tripp, 2012., Schön, 2014., and Carroll and McCulloch, 2014). Many others have subsequently provided their own definitions including Kolb (1984), Boud (1985), Schon (1987), and Gibbs (1988). In
Reflective practice is an integral part of the development and enhancement of understanding in medical radiation. A practitioner’s ability to access, understand and learn through work experiences is an example of reflective practice, to allow them to achieve more desirable, effective and satisfying work (Johns, 1995). Within reflective practice there are two various types of reflection; reflection in action and reflection on action. Reflection in action is the process in which a practitioner, while still performing a procedure, recognizes a new situation or problem, and thinks about it (Atkins and Murphy, 1994). Whereas reflection on action is when a practitioner reflects retrospectively to practice to uncover accompanying feelings and knowledge used in a particular situation (Atkins and Murphy, 1994). It is beneficial to view reflective practice as a continuum, it aides in
I was assigned at the University of Tampa (UT) for my NGR 6947 (fall semester) practicum. Initially I contacted my preceptor, Dr. Cindy Parsons, via email for introducing myself, thanking her for being my preceptor, and getting a telephone appointment to go over the practicum curriculum. The appointment was fixed for 08/26/15, Wednesday at 11:00 am. We had a 30 minutes phone conference, during which I went over my schedule and the practicum assignments. Since I have already completed my NGR 6940, I was able to explain thoroughly my goals and expectations to the preceptor. She promised to send me the syllabus, her curriculum vitae, and the clinical schedule via email. On 08-28-15, I received the syllabus and we were able to work on the
This week, I was successful this week in terms of documentation and contacts. I have been keeping up with the work. My supervisor had asked me to stay extra, and it made a big difference. Staying an extra hour is better than the five-hour work schedule because I was able to make up a lot of documentation. However, I was very tired this week, and I found that I did not have as much energy as I usually have. I created a plan to survive this week with effective time management. Speaking to patients in the morning time. Get the list of the patients on the postpartum floor, and determine if they are participants. If they are not WIC participants, I did not go into the room. At the office, I check if there are any prenatal mothers, as well as postpartum mothers waiting in the waiting area. If no one fit the criteria, then I worked on the documentation. I do find that employees give me other work on top of what I am must do because they see that I am a hard worker. Although, I know when to say “No,” but I do not say it because I want to be helpful. Also, I am under a probation period and I want to pass it. Therefore, I do the job to the best of my ability to succeed.
Utilizing a reflective conversational approach to identify the problem and then reflect to decipher the root cause of the difficulty, can assist the educator in understanding where the issues in their teaching lie (Jackson, 2009). Another consequential way of deducing where the teacher is lacking is to observe their lessons, take detailed notes, and collaboratively discuss the findings. Here, the mentor can discuss specific instructional methodologies that need to be amended and together research the most proficient methods in order to create more effective and interesting lessons. After the observations and discussions have been completed, encouraging the teacher to observe a higher-preforming educator's classroom and reviewing their lesson plans can be an exceptional learning tool (Moran, 2007). Discussing the qualities and shortcomings of the lessons observed and how the instructor could utilize some of those instructional approaches in their classroom can be effective in crafting more engaging lessons. Last, co-planning a few lessons, executing them and then collaboratively reflecting on the good and bad aspects of the sessions, aid in the creation of successful lesson construction and efficiency. Above all, reflection is a critical ability, that will ultimately be the last piece in their learning and formation of effective teaching
As a reflective learner, an individual can critically evaluate learning, identify areas of learning that require further development, and increase his or her ability to learn independently (University
The reflective dimension is the journey of self-development through a critical analysis of one’s thoughts, behaviours and values. Reflection allows you to relate your inner self to the environment around you. It encourages social responsibility and constant improvement as you learn from experience and acknowledge success. (Olckers, Gibbs & Duncan 2007: 3-4) Reflection can boost learning by stimulating awareness of our feelings and practices. This allows health professionals to cope with unfamiliar circumstances and conflicts.