Printing Press Reflection

Reflective practice allows us to reflect on our actions and experiences so that we can learn from them and adapt our behaviour accordingly. Reflective practice can be uncomfortable as it challenges our own assumptions about ourselves however it is vital for improving the quality of the service we provide.

Kim & Loretta (2003), stated that Atkinson & Murphy (1993) identified the key skills needed for reflection as ‘self awareness, the ability to recollect and describe accurately key aspect of the situation, critical analysis of the situation and synthesis of new knowledge gained with the previous knowledge, in order to develop a new perspective’. I will discuss,

It breaks down the concept of their mixed emotion (Geldard & Geldard, 2001). I try not to repeat the same words but give empathy towards their circumstances. If they need a shoulder to cry on, I’m there. People will describe their frustration to a particular matter, which consist of deep underlying life experiences (Geldard & Geldard, 2001). The skill of reflection demonstrates my love, explores our values and goals in life and understanding deep wounds. I know a lot of people who overcame their self-reflection and grew as a person. It bridges the gaps and grants self-love in one’s life (Geldard & Geldard, 2001). This skill acquiesce a person to cry, laugh and scream; it connects all the missing pieces in people’s lives. In addition, I’ve realized that self-reflection makes you relax, breathe and exalt stress. It’s a good way to see that you can overcome an obstacle you

Reflection means if when you are teaching and you notice something wrong you change it straight away, or for the next time. Practitioners should always be self critical of past lessons and picking out on not only the good parts, but also parts of a lesson that didn’t go so well. For example in order for the practitioners to improve in their practice they could prepare a reflective journal, this would help them by reflecting back on what they did in the perivious lesson and if an activity didn’t go so well the practitioner could think of different strategies of improving the activity or planning a different activity, but on the similar topic and also providing different recourses in order to improve the activity. Also practitioners and staff members should not assume that their work place will automatically inform them about new developments, changes and updates which affect their work, practitioners must be prepared to be active in maintaining their own knowledge base and to ensure that their practice is in line with current thinking and new theories. Practitioners could this by incorporating an awareness of the needs to update their knowledge constantly into all of their work and activities by using resources such as the internet, journals, and libraries or other professional development, e.g. training, and to check their awareness of new developments in their work and to work with other professionals e.g. there

I will structure this essay using Gibbs Model of Reflection (Gibbs 1988). Reflective learning helps practitioners analyse their experiences and how they think and feel about them before

This report vividly explains how reflection helps one think about their employability and transferrable skills. Reflective writing deals with both description and analysis which helps in clarifying thoughts, understanding important aspect and working out strategies in solving problems. Reflective writing is beneficial to individuals especially students. For individuals, it gives them the opportunity to think critically about what and why they do things and for academic perspective, it provides students the idea on their learning experience and helps them identify any academic issues they need to address.

Effective reflection helps the practitioner to see the situation from an outsider's perspective, so that they can develop a better way to respond to a similar scenario in the future. Reflection is meant to achieve a change in practice, rather than simply repeating the same mistakes (Schon, 1983). Many different models exist for structuring the reflective process. Regardless of the framework used, the reflection models are meant to accomplish three things. They are supposed to promote reflecting on events, self-evaluation and analysis, and a plan to change actions in the future. This Reflective essay will utilize Driscoll's 'The What?' model as its structure (Driscoll, 1994). This model has three components"

The term “reflection” directly refers to one’s own ability for serious thought or consideration regarding events, which have occurred in the past. Professional bodies and organisations utilise reflective practice within continuous professional development as an effective tool to evoke critical thoughts regarding their own actions. This analysis of one’s own

Reflection should become integral to these sessions. Concrete Experience Concerned with something that has happened to you or that you have done. Concerned with adopting your new ideas into practice.

In this essay I am going to reflect on my experience working as part of a team and the preparation on an oral presentation I had to do in class with people from different courses, as part of the Foundations for Practice in Health and Social Care module. Reflection is educational and is used as a means of self-knowledge and to develop using a process of feeling and learning by thinking about what happened and what could have been done differently. (Rolfe, 2011, p.8-12) I will be using the Gibbs (1988) Reflective Cycle to do this. In this model there are 6 different stages to look at to help structure reflection, the description of the event, your feelings, evaluation, analysis, conclusion and an action plan. There is more than one model

A load of research has been done on learning and reflective practice and its effectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book “The Reflective Practitioner” in 1983. Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action.

Kolb (1984) suggested that reflection plays a key role in transforming experience into knowledge. It has been suggested that reflection is a fundamental process for learning as a development; rather than merely the ability to retain information (Reynolds, 1998). Schon (1983) suggested critical reflection as a strategy for developing from practice to solve complicated or difficult situations, that require problem solving and a degree of “artistry” Schon (1983). Schon (1983) was one of the first theorists to look at reflection in terms of reflective practice. Moon (1999) defines reflective practice as "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind." Essentially, this is a readiness to continuously analysis and review practice.

“Be a reflective teacher. Honestly look at what you do from time to time. Evaluate the purpose of your role as a teacher.” (Robert John Meenham, 2011)

Schon (1983), identifies two types of reflection; reflection-on-action (after-the-event thinking) and reflection-in-action (thinking while doing). This clearly distinguishes that reflection can occur whilst the action is carried out as it can still benefit the situation rather than reflecting on how things will be done differently for next time. This tool can be effective as it will allow the professional to assess

In 1938, Donald Schon’s The Reflective Practitioner: How Professionals Think in Action was published. He promoted two types of reflection, which he referred to as 1) reflection-on-action and 2) reflection-in-action (Somerville and Keeling, 2004). Reflection-on-action is the most common used reflection among practitioners. It involves constantly re-accounting what happened in the past. Reflection-in-action is a form of reflection mainly used by professional