Dialogic Reflection

I have inside gross motor activities such as a climber, beanbags, musical and dance items, and blocks. I have fine motor activities too, such as small and large beads, Legos, dress up dolls, stencils, and chain links. I provide an ample supply of books for the children to look at and read. I allow plenty of time for children to draw and practice writing skills.

Although, at this stage it is impossible to involve the pupil in setting the overall behaviour goals that as a school we would like him to achieve. It has been possible for me in conjunction with the pupil and class teacher to set mini daily targets and a daily reward chart that reflects this. We have involved his fondness of football as the theme and throughout the morning session he needs to achieve two footballs on the chart to get the reward of ball play outside this is then repeated in the afternoon.

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

The aim of this essay is to highlight the importance of reflection. Initially by breaking down individual skills including curriculum vitae (CV) writing, book and journal evaluation and self-evaluation through sources such as the initial skills identification tasks and evaluation workbook (InSITE).

making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02

Many elementary school teachers use fun activities to teach their students basic skills, such as: counting, ABC’s, and many other things. Students this young need activities to stay focus and many studies show that students who have activities along with their learning materials grasp the concepts better than a student with not activity or visual aid (“Kindergarten and Elementary school teachers.”).

After finishing my annotated bibliography I thought finding sources was the hardest thing ever until, I started comparing the sources I already had. From the comparisons I made it seemed easier to find new sources with like or opposing ideas that dealt with my discipline. I had a writing workshop that helped me understand that I had no idea how to cite correctly. Most of my citation had no page numbers or periods in the wrong place. After going through the paper many times using Hack and Summers I was able to correct most problems I found. The Literature Review taught me how to find like ideas in research while also finding opposing ideas. At the end of each comparison and difference I made a statement of relevance to prove my research fit

Thank you for all you help with coordinating this workshop thus far. I had one other minor coordination item, I was wondering if you could help. Typically for longer meetings, I organize bringing drinks and some kind snack to ensure people stay involved for the entire session. Do you think this is something that you could help me with since you are on

Through play our learning and development extends. We discover new ways to achieve a goal such as, fitting differently shaped cubes into their correct holes. By twisting and turning the cubes children begin to understand that the shapes correspond to the holes on the ball.

From taking Critical Thinking and Reading, I have learned more from this class in fifteen weeks than I ever have in the past thirteen years. I’ve read articles and novels that have broadened my horizon about how things are different than what someone may be used to. I learned how life experiences can shape your future and the choices you make. Not only did I learn things through the books and articles we have read, but also from my professor and his own life experiences that he was brave enough to share with the class. I have never had a teacher who wanted to share knowledge as much as O’Hara does, and for that I am extremely grateful that I was able to learn so much from someone who cares so much about his job and his students.

Reflection is considered as a vital element of professional practice as it precedes to insight and then subsequent change in practice. The hypothesis of reflection is not new as it can be tracked as far back in the 5th century by the influential Greek philosopher, Socrates and to the 1930s primarily focusing on John Dewey’s work. Dewey is one of the founders of learning from experience. He theorised reflection as ‘active, persistent and careful consideration’ (Dewey, 1933) initiated by a specific situation which was opposing, perplexing or uncertain. One of its most common use today is coming up with a thought, an idea, or opinion made or an observation made as a result of concentration, suggesting in essence a way of thinking in which one looks back and meditate upon (Agnes, 2004).

This paper is my personal reflection on teaching and learning that is based on a model developed by Schӧn; reflection-in-action and reflection-on-action. An action based on reflection is beneficial for the progression of my career as a nursing educator and for the quality of my teaching. When I reflect in and on action, I engage in a reflection which is targeted not only at appreciating myself as a nurse educator, but also at refining my teaching skill (Serdenciuc, 2015). Schön (as cited in Molloy & Delany, 2009) described reflection-in-action as challenging my own inherent critical thinking, analysis and evaluation of an activity while maintaining a sense of inquisitiveness. Schön (1983, p. 280) also mentioned that reflection-in-action is a process where my thinking and action should harmonize. On the other hand, reflection-on-action is a process where I revisit the action with my retrospective thinking so as to acquire insights for the future (Wieringa, 2011). When reflecting-on-action, I should keep a reflective diary to record details of the action immediately after the action (Mulholland & Turnock, 2012, p. 74).

Towards the end of the second paragraph, I incorporated my first rhetorical strategy. I used foreshadowing when I stated, "As we approached the first RV park, I felt a lump in my throat and sick to my stomach. Looking back, I realize that the promise was kept, I truly did grow as a person," (Singh 1). Foreshadowing is meant to convey or hint a larger event that occurs later in the text and/or story. I used foreshadowing because, for me, that first RV park symbolized a barrier. That is, it symbolized me breaking out of my comfort zone. It also symbolized the first time that I experience a level of pressure during the trip. The use of foreshadowing allowed me to describe my seemingly intuitive apprehension to the journey. I felt that the use of this rhetorical device would be most effective at the end of the second paragraph because of the way in which I organized my speech. I broke up my experience on the RV into three parts that were separated into three paragraphs. Furthermore, the speech was written to follow the chronological order of events. I felt that using the rhetorical device there would artfully convey my fear and apprehension in the early stages of the trip. Using the device early in the speech allowed me to prove my gut-wrenching intuition correct later in the story. A challenge that I faced early on with the use of this device was how to truly show my audience how I felt. How do you describe a feeling like that? How do you even show people a feeling without

There is a significant difference between my perception of communication at the beginning of this course compared to now. Initially, I was aware communication was an important skill people needed to have, but I wasn’t fully aware of the depth of communication. I never realized there were such a variety of behaviors and characteristics that impacted the ability for people to communicate effectively. Once I started completing the self-assessments my perspective was broaden and I gained helpful insight into my own communication strengths and weaknesses. With each self-assessment I truly felt I was getting to know myself better.