Reflection On Teaching And Learning

Reflection on practice has different meanings, in my view it means constructive criticism: being honest with myself, becoming aware of and understanding my own strengths, and being able to review activities and constantly test assumptions related to our work. These have been my approach to critical reflection throughout the year. This is supported by Brookfield, he says that "Critically reflective teaching happens when we identify and scrutinise the assumptions that undergird how we work” (Brookfield, 1995, pg. 11-13). This is further supported by Ghaye, T & Ghaye, k (Ghaye, 1998); he argued that many teachers have benefited from learning through reflection. Their teaching and understanding of what is possible and less possible, impacts of activities on children’s learning and its boundaries have risen as a result of reflection.

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

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

Reflection is thought by linking recent experience with early experience to promote more complex and interrelated mental models or patterns. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills.

Throughout this course, I have reflected on my learning. I have noticed my learning, for the most part, has not changed drastically, but instead it has become more refined. This is the first time I have actually taken the time to think about my learning process. Even though I have not spent a lot of time reflecting on my learning, I feel I now know more about how I learn and what I did find out can help me during the rest of the time I pursuit higher education.

‘Reflective teaching should be personally fulfilling for teachers, but also lead to a steady increase in the quality of the education provided for children.’ Pollard (2008, P.4) Here Pollard is suggesting that reflecting on our own teaching experiences is not only important for the standard of education we provide, but also for our own benefit as it can be rewarding and very worthwhile to reflect on our practices. By reflecting on my own practices in SE1, it will enable opportunities to analyse strengths and weakness and how to improve for future practice, which will allow me to develop more as both a reflective and a professional teacher. This idea of reflection stems from Dewey’s (1910) cited in McGregor and Cartwright (2011) ideas where he suggests that there are three attributes which enables us to be reflective, them being ‘open-mindedness’, ‘wholeheartedness’ and ‘responsibility’. By taking responsibility for our own teaching and reflecting upon our actions, it allows us to be open-minded about changing and adapting to new ideas from what we have concluded from our reflections, which then allows us to fully engage with these new thoughts.

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

As a teacher, our responsibility is to plan effective lessons for our students to learn from. Although, the hardest part of being a teacher is grasping the student’s motivation to learn. Therefore, the educational philosophers Borich and Wong have different approaches to make us effective teachers motivate our students to learn new and exciting teachings. These different methods may include a wide range of how teachers run their classrooms, or what specific standards are being targeted, and maybe even how effective their planning techniques are. Not to mention, students may also expect positive expectations from the teacher and ways to help them succeed. On the other note, inviting students to learn may be easier than thought, in which may result in positive student behavior. Thus, my opinion of what Borich and Wong have to say about student learning is very beneficial to me so, that one day I may use their techniques in my very own classroom.

Personal beliefs, values, and attitudes shape and influence our everyday lives. Blaise and Nuttall (2011) state that beliefs, values, and attitudes about families, communities, and citizenship are formed by our upbringing, personal experience, education and social norms. Thus, providing the framework for all decisions, behaviour, and judgments we make. As a preservice teacher, it is imperative to work continuously towards being able to offer an inclusive classroom environment, and it is essential that I am aware of any potential biases that may unconsciously appear in my teaching practices. Therefore, I need to be mindful of my values and attitudes at all times and consider a different discourse if these show prejudice in any way. Department of Education, Employment and Workplace Relations [DEEWR] for the Council of Australian Governments (2009) claim that to efficiently unravel hidden biases and assumptions I hold in regards to families, communities, and children’s citizenship I will need to reflect critically on what they mean to me. Identifying the factors that have shaped my views and how these could impact on my teaching practices. Followed by strategies that could help ensure I am inclusive of all families, communities, and citizenship in the future.

Have you ever wondered about the way the education system is carried out in the United States? How about if students from small towns are at a disadvantage? Coming from a small town, my high school was exactly like the typical American high school described by Amanda Ripley, in her book, “The Smartest Kids in the World: And How They Got That Way.” After reading this book and taking careful notes, I now see many relationships between her book and my old high school, which I will describe in this piece. My high School, Wellsboro Area High School, was disorganized, lacking rigor because of many factors, including sports, biased, and lacked teacher confidence. Now, finally in college, I get to reflect on my experience and speak the truth about what I thought while in the education system.

When I first walked into the classroom on Monday, October 25th, I was very nervous and anxious of how the MET meeting would occur. I did not know what to expect and what the outcomes would be. It was a very different learning experience than I have experienced before. I am used to learning the material in class and then being tested on that knowledge. However, this project went above and beyond. It made me realize that this is what it will be like next semester and the following semesters when I’m applying the information learned in class to my internships. Thus, made it an eye-opening experience for me.

Once we entered the classroom the students all split into small groups. We then found a group, found some chairs, and then had a seat. We asked the students what their names were and then we introduced ourselves. We asked them if they knew what multiplication and division was. They all said yes. I then explained to them that I have a couple of different problems that we are going to solve. But before we did I wanted to make sure that the students understood the slash sign for division. So I showed them a sample problem that used a slash and they all seemed to know that it was a division sign. As a result, I then held up the first one. The students started to blurt out answers but we told them that they are to raise their hands when they know the answer. All of the students knew the answer was twenty five. I asked them how did they know that the answer was twenty five. Three out of the four said they just knew it. One student said that it was because they just added five, five times. The next problem we presented the students did raise their hands. They instantly knew the answer was two. We asked them how they were able to know that the answer was two. They all said that they just knew the answer. I told them that they were to smart for us. For the third problem, the students pointed out that it is opposite of the first problem. I asked them how did they know that. One student said that it was because 5x5=25 so 25/5=5. Basically, the numbers

This lesson was taught September 25, 2017. It was the introductory lesson for my first grade, SPAT Science unit about the sun, moon and stars. My science lesson time slot is split into two 30 minute time segments. During the first segment, I did a unit pre-assessment with the students. This reflection video was taken during the second time slot, at the end of the day. I chose this lesson for reflecting because at first glance, it appears that it went fine. But, after viewing my video choices it is my opinion, especially for this lesson, that I might have gotten better results had I arranged things differently.

America's victory against Great Britain in 1786 not only gained them independence but the status of a world superpower; where the world would watch our every move and imitate it. Now, 241 years later we still stand as one of the superpowers of the world. Yet, our testing scores place 31st in the world. Which is why our government has been working on improving our education system, hoping to improve our scores. Yet even with all the attention on improving our system, there haven't been many changes; and our test scores have barely risen. If so many people believe education isn't going down the right path, then why hasn't it changed, in so many years? International testing scores are rising and surpassing ours. Yet, the United States is not making progress in growing educational programs. Over the years we have seen other countries education scores rise, and surpass ours. Despite our current efforts, it raises the question, when will we actually improve our education, and catch up with the world? Even though there have been some changes, our education needs to reworked, and re evaluated, so our scores will rise, and we can catch up with the rest of the world.

I am thinking about all of the areas of improvement I have the opportunity to take advantage of during my time at my practicum. My field instructor reviews all of my call logs, which at first I was unsure as to why she would take so much tie during supervision instead of focusing on something else. I now understand that in order to provide proper feedback and help me grow as a social worker, it is important she read my call notes. While my field instructor is reviewing my call notes, I have time to reflect on my calls. This helps me to think back on how I handle the situation and formulate possible areas for growth.