Reflection About Class

Prior to taking this class, my only real experience with writing consisted of text messages, e-mails, and employee appraisals. Influenced largely by the casual nature of social networking, I never took the time to reflect on my inability to communicate clearly and professionally via the written word. Given the relative success I experienced after dropping out of high school, I never really developed an appreciation for higher education. I worked primarily with my hands and didn’t understand the need

information given spread like a plague across all the classes, both literally and figuratively. The social class at South Central is hellish, painfully real yet just imaginary to the teachers. Everything told, expressed, or said from the “well-off” kids were followed by many and repulsed by few. Mostly followed from sheer fear from prior kids who revolted and were “dealt” with. The social class was a ongoing war between the few numbered well off kids, the ones who were rich using money as their only

Reflection Upon arriving to this class, I was introduced to an unprecedented level of freedom. This was the first time in a long time, that I had the honest chance of writing the way I wanted to. During each peer edit it was apparent that people wanted to see me more in my writing, to see the person behind the mask. With each paper I revealed more of myself in my writing, delving more into my past and personality. However, I believe I truly took a risk with the research unit. We were given the chance

Every cycle for English, we have to write two different reflections relating to the topics we discuss in class. The reflections have to be on two different days, but they can be on any two days we want. I think the reason behind having us write the reflections about two different days makes us reflect on the cycle as a whole, rather than a singular, individual day. Also, having us write reflections about two different days could prevent procrastination, and therefore produces better work. I think

Before this class, I was terrified of writing papers. In high school we did not write that much and when we did, we were expected to know how to do it. My teachers never went into as much depth and detail as we did in this class. Writing in general was one of my biggest challenges coming into this class. In class we had to write reflections about ourselves and our week in class. I would always struggle with these because I would never know what to write about or how to start it. However, I

reflective practice 2. Dialogical reflection 3. Critical reflection Descriptive reflection: Description is the starting point of some thing that has happened. It provides an account of events. It also describes reasons and justification of an event. Dialogical reflection: Dialogical reflection is a type of reflection which explores the reasons

formatting coming into the class. When I took English 113, I discovered that MLA formatting was something that I needed to work on. There were certain elements of MLA formatting that I would forget to incorporate into my papers such as putting my last name in the right hand corner of my paper, not double spacing my header, and remembering to not underline nor bold the title of my papers. Now that the semester is over, I know a lot more than I did coming into this class and feel like my expectations

Critical reflection within the profession of nursing helps us adapt our way of thinking in order to help us set goals and learn from our past experiences. As students, it is ideal for us to reflect on our past lectures and what we have learnt in order for us to determine how this information fits into our own ideas and concepts within our own lives. By connecting the content learnt in class to our own experiences, it is easier for the student to connect with the material in order to understand it

skills before they faced real situations. However, not all processes of simulation use reflection, it is just debriefing process. According to Pivec (2012), “Reflection is often a part of debriefing” (p. 9), debriefing in the simulation was a method that students reflected their experiences and knowledge after simulation (Pivec, 2012). Likewise, Shinnick et al. (2011) explained that debriefing, a guided reflection after simulation produced by educators, was a crucial process of simulation that was

having my thought bubble reflection would not be enough. I wanted to give a better representation of just how much I learned in Critical Perspective Learning and Teaching and make my collage more personal. What I came up with was going through my social justice textbooks and picking out quotes that left an impression on me or would be useful to remember for when I officially become a teacher. The quotes I choose mainly centered on validating experience of minorities and about how easy it can be to invade