Southwestern Baptist Theological Seminary

After the engaged combat experiences of both the battle of Molino del Ray and Chapultepec, of which ended both in significant triumphs ascribed to America; Ulysses S. Grant spent time in meaningful reflection assessing the experiences in which he ascertained from these two distinct conflicts and his holistic Mexican War experiences. Grant’s concluding learned experiences were that these two war conflicts should have never been engaged by American forces and could have been championed utilizing an alternative battle strategy in which the Mexican soldiers would be outflanked an approach of which would have forced them to relinquish their military positions ending in a more peaceful American victory. The ultimate learning outcome that Grant obtained from these overall experiences is that there is an imperative lesson gained from quality reflective study (Kaltman, 1998). This ability to function as a reflective practitioner is what allowed Ulysses S. Grant to serve successfully within leadership opportunities such as the United States Army and later as the President of the United States of America. It is when the individual learns the discipline of reflecting and even more applies this practice of reflection towards one’s own life that they truly begin to mature and develop both personally and professionally.

This proposal is designed to address the need for professional development of which can be utilized in assisting teachers within our institution mature and grow educationally for the purposes of becoming better instructors for the purposes of education our students academically and assisting them to succeed within their academic goals and objectives. The proposed plan of action of which can ultimately assist bot our facu...

... middle of paper ...

...ols: An action guide for educators (2nd ed.). Thousabd Oaks, California: Corwin Press.

Davies, S. (2012). Embracing reflective practice. Education for Primary Care, 23(1), 9-12.

Gardner, F. (2009). Affirming values: Using critical reflection to explore meaning and professional practice. Reflective Practice, 10(2), 179-190.

Grant, C. (1984). Preparing for reflective teaching. New York: Allyn & Bacon.

Jay, J. K., & Johnson, K. L. (2002). Capturing compexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.

Reynolds, M. (2011). Reflective practice: Origins and interpretations. Action Learning: Research and Practice, 8(1), 5-13. doi:10.1080/14767333.2011.549321

Aubrey Malphurs, The Nuts and Bolts of Church Planting: A Guide for Starting Any Kind of Church (Grand Rapids: Baker Books, 2011), 82-85.