I Have Received Eight Peer Evaluations From My Colleagues

Nugent, W., Sieppert, J., & Hudson, W. (2001). Practice Evaluation for the 21st Century. Belmont, CA: Wadsworth.

I have been given more confidence, better public speaking skills, but most importantly I learned to

I will look to the feedback and criticisms given in order to improve on my presentation and communication skills for the future.

Also, there were some difficulties that came about during my speech, one of those difficulties being inadequate direct eye contact. During the length of the speech there were not many time where I looked up and talked directly to my classmates. Something I could have done better to improve this would be to practice even more to ensure that I wouldn’t need to look at my notecards and slides as often. I also could have practiced when to look up and have a successful glance at my audience to have improved eye contact.

During this school year so far I have learned many things, including when we researched Summit’s ‘Definite Dozen’ in September and I’m familiar with her life. My note-taking is one of the many skills that was improved in this class, I can copy down words faster and summarize better. I haven’t really changed much, if I did it would be for the worse. If I could go back and redo the past to fix my mistakes, I would so I can be more successful and have a higher grade.

Also I have improved as a self-directed Lifelong learner. A Self-directed lifelong learner demonstrates a capacity for both independent and collaborate work. They also demonstrate knowledge, respect, and appreciation for diverse cultures and finally they demonstrate time management and organization skills. In my Chicano Studies class I have learned so much about another culture and I have more respect for the Chicano culture. They as a nation have done so much and went through a lot to get to what they are now. I have learned about different painters, musicians, leaders and more. It has really been an interesting class to take this semester and I have been enjoying every single moment of it. Similarly in my Chicano studies class for my portfolio I got to learn more about myself and understand what kind of Pendeja (Stupid) am I. It was really interesting I fell under the category “Optimistic Pendeja” I had to research and read and do a lot but overall it was just a fun portfolio to do. In Chemistry I have really became organized because we are required to keep binders and my teacher checks them every month or so and you have to keep them organized and have to make sure, they are up to date if you want to get a good grade on it, and as a person I am not the most organized person but I have accelerated and grown better at it.

Through completing this activity, I learned more than I have with any other activity I have done thus far while earning my Education Specialist degree. I had to observe a teacher and provide constructive feedback using the Framework for Teaching. This observation included a pre-conference where the teacher told me what she wanted me to pay particular attention to. It required that I observe in real-time, rather than simply using a video where I can pause frequently. I then had to analyze the data I collected during the observation, in order to determine strengths and areas for improvement that I shared during the post-conference. The teacher was a master teacher and thought the lesson went very well. She was shocked when I had some ideas for how to improve her instruction. I mentioned that students seemed fidgety, and she could incorporate more cooperative structures to get students more active in their learning. I also thought she needed cooperative roles for students when they completed their group work, that way everyone was accountable for the work.

Reflecting from mistakes and practice are major key components of the learning process. This history taking experience with a patient has been truly effective for my future as a Doctor of Physical Therapy. This experience has helped me a lot on improving my communication and interpersonal skills with patients both verbally and non-verbally. Feedback and review were also truly beneficial aspects in the learning part of this experience.

We feel it is important that students come together and have their voices heard, in the midst of setbacks within class. We have come together to highlight the benefits and challenges we have faced in this course. Although we acknowledge the negative experiences faced by our peers, we feel the need to also share our point of view. We acknowledge that many of our peers have felt ridiculed in the classroom, however we feel it was a matter of constructive criticism.

During the meeting, I observed the team members demonstrate two very effective strategies: the team members actively listened and addressed the parent’s and student’s concerns and ideas and they

The aim of this assessment is to critically analyse my recent OSCE teaching session, in relation to the experience of how I taught a skill to a junior student. This will involve reflecting upon the experience, critically analysing my strengths in the teaching session and areas for development and evaluation about the implications for my future practice when teaching students, patients and relatives. This will be supported by relevant literature.

Annual competencies of the local clinical sites, as well as the clinical focus for each course, created the foundation of the competency tool. Analysis of the development of the tool and its implementation focused on identification of instructor weaknesses, provide mentoring opportunities, and increase consistency in clinical instruction. The CICAT will be implemented in future semesters due to time constraints in the development of the tool that prevented immediate implementation. A method for disseminating evidence-based practice changes in real time will improve the curriculum used in clinical

One strategy to increase communication skills with team players involves feedback. In fact, the journal article, Tell Me So I Can Hear argues for creating a feedback culture between all teachers, assistant principals and principals. The authors Eleanor Drago-Severson and Jessica Blum-DeStefano explain how instructors can learn to give feedback in a way that improves relationships and increase development. They even went over the four ways of knowing, including instrumental, socializing, self-authoring, and self-transforming. “In a 2014 survey of district and school leaders in New York City, 75% responded that giving feedback was the most important skill they want to build and grow.” This illustrates how important feedback is for teachers because they can apply what they learned from their discussions and improve their lessons for their students. Teachers are flexible when willing to hear from others what they did write and wrong. Moreover, teachers should be able to open up to constructive criticisms and how

Overall though out this semester I have been very pleased with my team and how we get along with each other. After having a chance to reviewing my midterm peer evaluation responses I realized there were a couple areas that I need to improve on in the coming week. My two lowest scores were a 4.0 in moderating and directing team discussions (3), and a 4.0 in listening attentively to others (6). There are a few other lower ones such as a 4.3 in summaries ideas of the team (5) and a 4.3 in mediating conflicts (9). My highest score was a 4.8 in overall preforming as an efficient team member (10), and my average overall was a 4.3. I feel as though these scores are accurate evaluations of my performance and while there are some areas that need improvement

Successful communication is particularly crucial when forming supportive and respectful relationships with our students and their respective parents. During my practical experience I noticed a number of collaborative initiatives that were implemented