Reflection On Pedagogy

In summary, this course has really educated my view of being a teacher as well as being able to interact with today’s diverse and fluctuating educational setting. Therefore, the discussions were very good ways in understanding how

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

When taking this class, I got to learn how to think critically, ask the right questions and formulate my thoughts into coherent paragraphs. The presentations gave me a lot of information; the assignments helped me remember and better process what I learned. And finally, the discussions gave me the opportunity to express my ideas, as well as an insight into what my classmates

I believe that the benefits that students take from this course far transcend the negatives. However, it is understandable that not every course offered would be able to suit a student’s expectations. Thus, addressing the issues I had with this course would allow me to deliver a more whole-hearted opinion. The biggest drawback I had of this course was class participation. By class participation, I do not mean participation in small groups or CCP groups, but rather participation in which a student expresses his or her opinion to the whole class. Although it is always great to hear students’ opinions, I believe that class participation is ineffective because not all students feel comfortable with speaking in front of the whole class. It is class participation that further segregates the most eager students from the most introverted. This, as a consequence, problematizes the learning experience that was initially meant to engage all students. It is not enough for a community norm agreement to guarantee that the class is a “safe space.” A course requirement in which all students are meant to express their ideas sounds good in theory, but rarely do we find that it plays out well in

I would have to say that the biggest takeaway from this class, was how I learned how to improve my time management. I have to admit that I'm still not the best at handling time, but I'm better then then when I started this class. This class has also helped me not just in the classroom, but in the workforce also. I

I am not fond of English class, but this class really helps. It helps me to improve on things that I don't understand. The course objection was successful. This course helps me to recognize things like grammar that confused me. This class helps me to identify varieties of paragraphs and essays.

As a student this course forced to become a better student and manage my time wisely. The course was demanding and rigorous while also making me more observant of what is happening in education globally. This aspect of the course has help me professionally. Therefor the answer to both sections of this question is similar.

Developing from this, I must learn to reflect on my own and equally draw on experiences and findings of other teachers so I can be open-minded and consider alternative viewpoints.

In reviewing Tynjälä, Válimaa, & Sarja’s (2003) “Pedagogical Perspectives On the Relationships Between Higher Education and Working Life” (Higher Education 46: 147–166, 2003), the author alludes to the changing workplace and educational institutions as they relate to the workplace and offers insight into what changes institutions of higher learning and the ever-changing workplace environment offer as a means of coexisting and moving forward. The author states the need to diversify higher learning to include not just academia, but also society and business.

The word philosophy is of a Greek in origin, it stems from the word phílosophía, meaning ‘the love of wisdom.’ In the simplest form philosophy is the study of knowledge. The phrase ‘philosophy of education’ on the other hand, according to Chandra and Sharma (2004) is a synthesis of educational facts with educational values. He maintains, it is a philosophical process of solving educational problems through philosophical method, from philosophical attitude to arrive at philosophical conclusion and results.

As a first-time freshman, I honestly was very excited about English. I expected it to be much like my AP Language course, but somewhat better. I was always told that you read a lot in college, and I was not sure how I would manage reading different texts while also keeping focused in my other classes. But, thanks to the lord above! I did not have to stress about that during this course. I loved the way this course was taught mainly because it was not overly demanding. Throughout this course, I was taught the correct way to use dialogue in my writing, as well as being grammatically flawless.

In this pedagogical statement I will be reflecting on and confronting my understandings about play. I will be showing this by sharing two moments of play I have been involved with during practicums. I will be covering links between understandings of play and my own practice, the problematic nature of play with respect to the role of the teacher, aspirations for very young learners in the 21st century, highlighting the role of play in developing creativity, communication and citizenship, and my avocation for play will be clearly evident throughout this pedagogical statement.

Over the last couple of weeks, I have noticed a variety of pedagogical decisions my teacher uses. She teaches a lot of her lessons in a whole group setting. Furthermore, within the whole groups settings she teaches a lot of rules and content. For example, the students were reading “The Eye of the Storm”, which is about a storm chaser travelling to Florida to capture and document Hurricane Andrew. She questioned the students about what he does for a living. The students answered a storm chaser; however, the teacher then asked why he would choose a career that is potentially dangerous. One student said, “I think he chose this career because his job could tell us how dangerous the storm is, and he could compare this storm to future storms and

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

The American school system structure is often romanticized and shown in such a lighting in which it’s flaws are masked by the shadows. School is commonly thought to embody a safe, welcoming, inclusive and supportive environment; in which children are transformed into productive members of society. The truth however, is that “the classroom is not gender neutral, racially neutral, or sexually neutral site. It is a gendered, racial, sexual space into which identities are brought and weighed” (Bridges. Lecture 10/4/17). These characteristics are often used to define and categorize people into stereotypes. One of the main issues within the (school) system is discrimination against students, which robs them of opportunities for success. School is designed to “prepare children to be productive enlightened members of society” (Lecture 9/8/17). This paper focuses more on the results of the lack of support given to minority students, demonstrated by their academic gap by the time they are a high school senior. Students cannot be expected to become enlightened/ well-rounded citizens, when they have been socialized to believe false truths about society and themselves. One of the most impactful and destructive of these ideas, however latent or unintended, is racial discrimination.