2000 Word Critical Reflection on Strategies the Learner Has Used to Facilitate Learning - Preparing Facilitators of Practice Learning and Assessment

Having discussed what activities we would be doing in the classroom it is then my responsibility to prepare the classroom ready for the lesson, this would be done either before the children arrive or when the class teacher gathers the children on to the carpet area where she will discuss the activity with them, what it involves and what is expected of them.

When it comes to the assessment of learner’s achievements, the teacher’s main role is to monitor and assess pupil achievement. They will need to find out how pupils are progressing and be able to report back to parents and staff. Assessments are an ongoing process and can take different forms. Teachers plan lessons with clear objectives so that learner progress can be measured. The role of the learning support practitioner is to support the class teacher in this process. This may include giving the teacher feedback for an activity or even assessing pupils. What a learning support practitioner will not be expected to do is report back to parents and staff, which is the teacher's responsibility.

understand in this lesson. In the next session we go back to the board and re-cap on to check their understanding about what they said.

The qualities of the mentor are an important element of the learning environment. This includes professional and personal qualities such as professionalism, a friendly nature, understanding and patience (Beskine 2009). Added to this the learner must be made to feel welcome through staff attitudes, this will help the learner to become integrated into the clinical environment (Hutchinson, 2003). Throughout the learning experience I felt that I had a strong professional relationship and that being ‘A’ ’s mentor being approachable and friendly enabled us to maintain a trusting relationship conducive to learning. This relationship, according to ‘A‘, reduced stress and anxiety. Locken and Norberg (2005) state that anxiety in students becomes reduced when mentors are able to build a good working relationship with their student and are able to work with them for almost all of their placement. One potential barrier in creating an effective

Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” (Baker, B., Burnham, L., 2010) and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual

Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee

Learning can be achieved from different backgrounds, situation or environment. It is my optimist desire to use my time at Walden University to achieve the best knowledge and skills thought to me by the diverse professors and student. Being a nurse for 9 years with a diverse background has provided me with some experience and eagerness to achieve evidence base practice to advance my knowledge as a Psychiatric and Mental Health Nurse Practitioner (PMHNP). The purpose of this paper is to guide me through this learning process to stay focus on my goal and future as I advance in the learning process.

This model focuses on both affective and cognitive learning. It allows for discussion of the choice and application of a particular theoretical model and attempts to stimulate personal and professional growth (Gysbers & Henderson, 2006). There are three stages of counselor development. The first stage is one of reliance. In this stage the supervisees are highly motivated but they lack basic counseling skills. During this stage, the supervisee’s focus is mainly on how to perform a skill and master that skill. They rely significantly on their supervisor at this time. They depend on textbook theories rather than real world experiences and the utilization of theories in practice. During this stage, it is required that the supervisor teaches the fundamentals of counseling to enhance the trainees’ skills. Stage 2, the trial and error phase, is when a lot of the performance anxiety and lack of confidence comes into the picture. It is the job of the supervisor to support the supervisee and build their self- confidence. Supervisors need to bring awareness to the ineffective behavior that the supervisee may exhibit without destroying their confidence and desire to work in the field. During this stage, the supervisor’s focus shifts from reflection on data from the counselor/client relationship to the supervisee’s performance anxiety. This is a time for questioning and experimenting allowing

As part of my third-year pharmacy practice module which I study at the university of Huddersfield, I just finished a New Medicines Service (NMS) exercise. The aim of this exercise was for those involved to consider communication skills, adherence to medication taking and the application of the NMS. Those involved included pharmacy students in their first year of study and students in their third year of university, with the first years acting as patients and the third years acting as the pharmacist.

Describe and explain the ways in which assessment practice has the potential to impact students’ learning:

Before I organise trips, rewards, and incentives I will need to consider everybody’s individual needs and plan things that everybody can be included in as this will promote equality too. A good example of this is (Gravells A, 2008). A group of leaners wish to go out for dinner. One is vegetarian, another is dairy intolerant and a third does not eat fish. They all want to eat at the same restaurant and choose from the same menu and be treated equally, enabling them to choose a different option from the menu.

At this point I know that I am confident, I can critically think and independently plan, organize and provide quality care to my patient. I have made a tremendous improvement on medication knowledge, application and administration and these competencies will be demonstrated in my clinical rotation at Holy redeemer. I have also put studying materials and practices that will help me recall and comprehend what I had learn so far to help me finish strong in this course that I have journeyed so

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

Practice development is a process of providing care to the patient that leads to direct measurable improvement in care by identifying an issue providing effective care of service and creating a scenario for feedback of previous interventions. It is more focused on patient centered care. In this case study, I am going to explore an issue medication error which is one of the hindrance for practice development. While defining medication errors, it is the unwanted event carried out by health professional or patient providing the wrong medicine for the use which my harm and become hazardous for health. In hospital settings, it is frequently occurring because of patient identification error.

This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008).