Journey Through the Ages: A Reflection
The inspiration for Chantal and I’s praxis paper was from Carl Leggo’s article, “Pedagogy of the heart”. As I read Leggo’s ruminations between his prose story and his poetic expression I realized his article read like a praxis paper. When thinking about how to conceptualize this paper Chantal and I were bogged down by ‘in the box’ thinking until we were lamenting on Leggo’s method of narration and expression. I could not help but feel happy when I read Leggo’s article, it was free, honest, and creative, I could literally read the passion of his pedagogy in every word. Leggo would write a portion of his story and what he learned in his prose portion but expressed and connected his next prose with a
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Although Chantal and I had completely different difficult and uplifting experiences her and I ‘clicked’ when we met in this class because our pedagogy and who we are at our core is similar. It is due to this similarity that we wanted to be free like Leggo’s methodological prose and his passionate poetic reflection that we chose for our story to end in the middle of the book since it is not really an ending to our journey. We are just reflecting on our how our past is shaping us, the middle of the book is just the point in time that we are both on in our journey.
Chantal’s Journey Through the Ages
My journey through the book began as I entered my early years of education. I was faced with my first problem; I was failing to keep up with my classmates. My teacher noticed I was struggling and she put me into a separate room in which a teacher’s assistant would help me catch up. As I reflect back on the problem I faced, and how my teacher decided to resolve it, I am reminded of Radford’s article in which she states the importance of teacher’s assistants trying to bridge the gap of learning, employing the theory of scaffolding. During my middle years of my education, I was faced with the problem of not having enough manipulatives to help me learn mathematical concepts. My teacher noticed I was struggling to learn on the computer and began to employ Vygotsky’s activity-oriented instruction model. In Vygotsky’s activity-oriented instruction, he stressed the importance of
In When We Fight, We Win by Greg Jobin-Leeds it says that “comparison can block compassion both for others and for ourselves.” I agree with such statement; I think that listening is a skill you learn throughout time. One can pretend to listen without really getting anything out of the conversation that one is having with that other person. In the Compassionate Listening workshop, I got to do it with Rachel Kurland and I sit and listened to her talking about the moment her friend treason her. I tried to understand her plight, why would she not cut that friendship off, I understood she loved her friend, however, I could not resist bringing my biases to our conversation. I asked myself, why is Rachel, such a good, loving, and smart person,
Within this essay I will be concentrating on explaining how an individual can implement reflection in their learning experiences. Applying skills of reflection to a particular learning experience such as induction week will be the main focus of this essay as it will convey the importance of reflecting upon the experience of working with other students.
Reflection is a major factor in "developing self-awareness" to improve services provided to everyone around me, this is to develop my own understanding in realising the good and bad made previously. Moving forward with a better understanding, as well as rectifying the mistake whilst recognizing the good points, (Horton-Deutsch and Sherwood, 2008).
This reflective essay will be adopted from Rolfe, Freshwater and Jasper’s (2001) reflection model. This reflection is based on a case study that I have read and will be based on the intervention I have chosen to treat the patient. Mr. Castello was admitted to the ward for observation after a fight and sustaining a laceration to his right forehead from a beer bottle and extensive bruising and scratches to his left arm. Mr. Castello had a pre-existing chest infection, Type 1 Diabetes Mellitus (DM), and asthma. Assessing, cleaning and dressing his wounds is an integral part of his treatment, as his DM can lead to delayed wound healing and increased chance of infection (Salazar, Ennis, & Koh, 2016). This could be successfully achieved through
I do not recall learning about reflective practice in my undergraduate studies. Reflective practice according to Barbour (2013), “is the cyclic process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, existing knowledge, and experience; resulting in a changed conceptual perceptive and practice” (p. 7). According to Barbour (2013), reflective process has many positive outcomes to help guide the nurse to become an expert nurse that can make on the spot decisions that do not interrupt patient care. I feel that reflective practice would have been beneficial to help guide me from a student nurse to a practicing nurse with critical thinking skills.
It highlights the necessity of granting students the freedom to negotiate their own meaning from texts because it cultivates their confidence and capacity to both contribute their ideas and express them in ways that others can understand. We urge the creation of authentic assignments for students to engage them in ways that are personally meaningful, and we note the importance of collaboration because scaffolding contributes to the growth of both struggling learners and their more proficient
This semester I learned a lot about writing in English 151. It has been a roller coaster ride with these essays for me this semester. I learned step by step how to write a good essay and how to have your readers be engaged in what you’re trying to tell them. Each essay I did has taught me something valuable I can take to the next level of English. I feel as if as the semester went by I did not take my writing that seriously and that reflected in my grades I received in each essay. It made me a better student and writer and it will reflect next semester. In this essay, I will reflect on what I learned throughout this semester that you should apply in your writing when you begin English 151.
The purpose of this assignment is to discuss the contribution of reflective practice for clinical nursing. Reflection has been defined as a way for individuals to “capture their experience, think about it, mull it over and evaluate” (Boud et al 1985: 19)
For the last six weeks in both mental and acute setting, I have reflected on events that I had met in each week. Now, I am going to identify essential personal learning outcomes from those events and will include personal awareness of strengths and weaknesses. Among the different models of reflection, I will use the Gibbs model of reflection which entails six stages such as description, feelings, evaluation, analysis, conclusion, action plan.
In Critical Pedagogy: Notes from the Real World, Joan Wink talks about her experience in teaching at Benson, Arizona. Wink goes on to explain her process in her shifting pedagogy when encountering her new classroom. Wink quickly realizes that she is now, too the learner, in this new setting and must adjust her lessons to fit the needs of the students in her classroom. Wink also begins to understand that although she thought she was prepared with everything she needs to know about teaching there are some practices that must be adjusted, unlearned, and relearned. For Wink, reading and writing became an important aspect in her classroom allowing the students in her classroom to choose what they want to learn and write about. Wink learned that it is important for students to have a safe space, choice, someone that responds to their writing, flexibility, humor, and most importantly to continue to read to improve writing.
As a middle schooler, I have experienced success and failure. Sports in middle were not always good for me. In some cases I was the only one struggling personally. Other times it was my whole team and I that were struggling. Instead of giving up in these moments and just quitting the sport or blaming it on someone else, I tried to be a leader and help myself and others to get better.
As we begin to wrap up this semester, I reflect on all the learning and achievements I have obtained thus far in the program. Throughout this semester, my communication and relational capacity has grown, driving me to break out of my comfort shell. At the beginning of this year I had wrote a letter to myself, outlining three goals that I wanted to achieve. The three goals were: work with a palliative client, become more assertive, and to integrate family care into my practice. I began the semester off in acute care, on the medical floor. During the second part of the semester, I was assigned to be in the first group of students to start the Trail Outreach Nursing. My new placement has created a new goal of increasing my communication
Give the pupils something to do, not something to learn; and the doing is such a nature as to demand thinking or the intentional noting of connections; learning results naturally. (Dewey, 1916, p. 160)
Additionally, in order to outstandingly teach, students must be scaffolded. In education, the term ‘scaffold’ denotes a process in which teachers model or show how to solve a problem, and then step back, offering assistance as needed. This term while never used by Vygotsky, was introduced by Wood, Bruner and Ross (1976) in an attempt to operationalise the notion of teaching in Vygotsky’s zone of proximal development (ZPD) (Wells, 1999). ZPD lies amid the space where pupils can make progress with assistance from a teacher and independently completing tasks. Although Bruner’s concept of “scaffolding” came later, the two are closely linked. Of Bruner’s, scaffolding involves guiding pupils to help them learn new skills and concepts. As they develop, these aids are progressively removed, similar to how scaffolding would be taken down from a building. When scaffolding is being used, the teacher is helping pupils move on, to learn and to make progress.
If a child is not able to stay in his seat during the class his logical consequence would be that he loses his seat and has to stand next to his desk for the activity or at least 10 minutes. This will show the student that having a seat is a privilege and if it is abused they won't get the privilege. If a child did not come in from recess then for the next recess they do not get to go out for recess and we'll have to spend it in the classroom with me. This will teach the student that if I cannot trust them in recess than they don't get to have recess. If a child had a tantrum in the classroom, I would have the rest of the children move away from the tantruming child until he calms down or I will ask him to go to the quiet book corner until he is ready to join us again. This will teach the child that his tantrum will not get him anything he wants. If the child did not complete his homework, he will have to take time out of a fun activity to complete it. This will teach him that he still has to do the homework whether it is at home or during his fun activity in school. If the child talks in class, the child will get moved from the person they are talking with. This will teach him that if he wants to sit with his friends he has to sit quietly. If the child writes on his desk, he will have to move his chair and use a clipboard for the remaining part of the activity or 10 minutes and he will have to clean his desk. This will teach him that the desk is a privilege and we have to