Being An Effective Practitioner

Which, I fully agree with, taking notes by hand allows you to really think through what is most important to write down and summarize as you go through the lecture.

Later in the course it became less about taking notes and more about actually working through packets and learning the information on our own. I think the latter was the best way for me to learn especially when I’m the one figuring out how to do it. Anyone can take notes and memorize steps, but actually living the experience of doing the work just seemed the best way for me to understand the process of finding

Develop a PLAN to use your chosen strategy in your practicum. Make sure you discuss this plan with your mentor teacher. Explain your plan here:

Throughout school, students are taught to handwrite notes. In college, many students transition from handwritten notes to electronic notes, such as on tablets and laptops. In the article “Attention Students: Put Your Laptops Away”, National Public Radio, or NPR, explains that although many students prefer taking notes on their electronics, handwritten notes have been proven to be much more effective despite technology.

Practitioner inquiry advances student learning by improving teaching practice. Improving teaching practice is crucial, as the quality of teaching is “the most significant within-school factor influencing pupil performance” (Darling-Hammond et al., 2005, Hattie, 2009, McKinsey & Co., 2007, all cited in Menter, Elliot, Hulme, Lewin & Lowden 2011, p.14). Without disciplined examination, lessons from teaching experiences can pass by unnoticed (Shulman, 2005, cited in Menter et al, 2011, p.19). Inquiry helps teachers improve the quality of their teaching by focussing reflections on specific questions, giving teachers an opportunity to understand their practice better, evaluate its effectiveness and identify alternatives or improvements (McLaughin, Hawkins, McIntyre, 2004, cited by General Teaching Council for Scotland, 2016). Inquiry encourages the sort of reflective practice that may lead to a more formalised and systemic inquiry based around research questions (Menter et al, 2011). As such, practitioner inquiry allows teachers to drive their own processional learning.

The study conducted in 2013 by Dogherty, Harrison, Graham, Vandyk, & Keeping-Burke aims were to describe the Canadian health system's knowledge of the facilitation process in implementing evidence based practice (EBP) among experience nurses. They identified factors that positively and negatively impacted the facilitation process by bringing together 20 nurses across Canada that possessed various backgrounds and years of experience. Their mission was to explore what was successful and not successful in implementing evidence into practice. The selected nurses underwent reflective exercise under the direction of two international researchers with notable experience in facilitation and knowledge translation. Based upon the analysis of the data

Giving quality care and support to patients, relatives and service users is very important as the treatment they receive (NHS, 2013). It is important for patients and service users to have positive experience in the healthcare settings, making sure they are cared for compassionately, respecting and maintain their dignity at all times (Ellis, 2010; Royal College of Nursing (RCN) (2006). This essay focuses on validity of a qualitative research studies. The aim is to use CASP Tool to critique a research article “Exploring patients’ self-reported experiences of out-of-hours primary care and their suggestions for improvement: a qualitative study” by Poole et al (2011) chosen from the National Health Service (NHS) frame work (2013) domain 4 (Ensuring people have a positive experience of care). Furthermore, CASP will be use to critic this article to know if users have had a negative or positive experience during out-of-hours and to develop on suggested program on improving on services by the service users including the practitioners.

In contrast, Ife (2013) suggests that government funded PAR is a consensus and/or a transformative approach to practice such as trying to understand Yolngu issues by trying to change the Yolngu. In addition, Cochran, Marshall, Garcia-Downing, Kendall, Cook, McCubbin, and Gover suggest that PAR “does not prevent the risk that indigenous ways of knowing are marginalised by the scientific and academic community” (2008, p. 22). For example, the Balanda clinic workers questioning of the Yolngu family centres strategies suggested that self-determination for the Yolngu was of the table due to the Balanda emphasis on agreed solutions, selection of issues and the actions required. Further, the empowerment of the Yolngu was at the micro level due to

This month I have continued to integrate myself with the Crafty Wizards Nursery. During this time, I have aimed to continue and build upon practices that I observed and worked on during October. Additionally, I have continued working upon my relationships with the children and I have aimed to continue to build relationships that are secure and form bonds of trust.

Believing practice does improve performances in the daily life, in some aspects not in all. For example, learning how to play the guitar. Having lots of practice, time, and dedication the improvements will kick in, never expect it to come in suddenly. As in driving, drivers can gain some practice but would not ever be perfect. When starting to drive the driver may start off not knowing when to brake in time or even how to parallel park. When the situation of parenting. A parent would never know how exactly to treat or react with the first child. It will take time, but always have in mind parenting will never come out perfect. College students have the advantage of having the knowledge of knowing how to study. The college student has had more

In my learning assessment I have learned that I am 50 percent a visual learner and 50 percent an auditory learner. This means that I need to hear and see things to be able to grasp and understand the concept. When taking notes I write down everything I hear and see, if the professor is drawing pictures on the board. This helps me to create a better understanding of the material because the first chance I get after the class I rewrite my notes and look throughout the chapter to find key words and pictures. The “What Kind of Student Are You” assessment told me I was a good student by going to class, taking good notes, and paying attention when the instructor is talking. If there is something I do not understand about the class then I

However, there are many methods to the note-taking. Such as the Cornell-Method, just jotting down information the teacher says, and graphic organizers. Because they have to listen, this helps out people who learn auditorily the most. Because of the lack of hands- on interaction, this helps out tactile learners the least. This would also help visual learners because they actually visualize the material through visual aides provided by the teacher.

As a freshman, I have experienced various changes this year that has morphed me into an alive listener. Listening is one of the most important traits of an alive student, especially in a class where communication is essential for learning. In class being an alive listener involves paying attention to the teacher and taking notes frequently. As a student, I have learned to improve myself in both criteria this year. At the start of the year I was very poor in terms of listening and actively taking notes. That led to my capabilities as a student being reduced. After I realized that, I started improving my focus and note taking skills. A recent example of my note taking shows my improvement. In that example, I list out things and mark

The professional development of a teacher can be a challenging task yet not impossible. During the process of this course I have learned how to face this challenge. However developing my own ideas and style of language teaching is still a work in progress. As a prospective language teacher I take in all methods and principles this course as given me. In doing so I believe it will make me a better professional. This course has presented me with some thoughts ELT teachers need to have once the period of formal training is over.

Besides, I have the problem to find the key points and important facts during the lectures, and I am wasting my time writing down the points which not necessary. I cannot see the overall concept which the lectures try to deliver and the important ideas. I don’t want this to be a problem for me anymore as it may affect my study and my concentration during lecture time. So I make a step to seek and think what the main concept is, and I try relating all the ideas of the course so that I can see clearly the overall picture and understand the topics that I learn. I also read the notes and make an effort to understand the lesson that will teach before going to the lecture. This helps me to give the overall idea of new topic that I will learn.