Reflection On Teaching

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

I have always developed a strong rapport with not only my own students but with students outside of my classes, with several students asking if they can transfer into my classes. I try to have an understanding of what students are interested in and adapt that knowledge for the benefit of my students’ learning. I value their questions and respond to them to the best of my ability either immediately or as soon as I had an appropriate answer. I believe in challenging and extending my

‘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.

As a teacher, I believe that I play a crucial role in the success of every learning process. To guarantee that learning will take place, I make sure to create a learning environment that is relevant to the students’ background. Throughout my teaching experience, I learned how to love my students,

When I was first heard about teaching practicum, I went through many emotions. It started with excitement because that meant I was that much closer to graduating. I had so many questions running through my mind. What will my teachers be like? Will the faculty be supportive? With all these questions, I started to feel frightened by what was soon to come. I was worried that my teachers and I would not get along. I was scared that my students would not understand me. What was I going to do if I was not able to be the kind of teacher I had hoped I would be? When the time came for me to begin my teaching, all could do was hope and pray that things went smoothly. I soon found that any worries I had were no longer an issue. I was hired at a school that was filled with caring and supportive people. If I had a question, they had an answer. If they did not know, they found someone who did. Even the teachers that I had no contact with were there to make me feel calm and respected. My cooperating teachers sat down with me and helped me reflect on how

I have learned many things over the past five weeks of this course. I have learned that when you become a teacher you must accept everyone and their differences no matter what. These are the people who will soon shape and lead our nation. As a teacher one thing you say could ruin your reputation as a teacher. During my observations I realized how diverse a classroom really is. Just spending the fifteen hours in a classroom and observing has really helped me in looking deeper into everything and how things run in school. I also have learned that there are many ways you can figure out “tips and tricks” to dealing with difficult situations. The things about being a teacher and working in a certain environment can really give you more knowledge than working in most places. As a teacher your job is supposed to be teaching your students, but more times than not you will be the one learning. Kids can teach us to open our eyes to diversity because they are not born with hatred or bad thoughts about others. They learn those things from the environment and people around them. Seeing how young children react with each other we can learn a lot from them and if we just look at their views more than our own we can learn how to become better human beings. Overall, this course has taught me a lot about the people I come into contact with every day and how my actions may or may not affect them.

As a teacher of English for 17 years, in this reflection paper I will consider my teaching journey in terms of professional development.

I’ve been able to connect my civic engagement work with our discussions in prosem mostly through our conversations about education and the intersection of immigration and education. All of the kids I worked with at Moder Patshala were either immigrants themselves, or were the children of newly arrived immigrants, and with that, they were low income and/or first-generation students in the US. This highly overlaps with the presentations we did on education: one intersecting with low income students and the other with English language learners. From these discussions, I’ve been able to develop how to better support the students I worked with who were still learning English. The conversations around certain classroom situations and how you should react were really interesting and got me thinking about my strategies for supporting the students I worked with, which was beneficial for my work, the student’s education, and our relationship. A lot of times when there is a language barrier, a student will get very frustrated and I was able to think critically about how to more visibility show my patience and encourage the student through the process. In terms of FGLI students, I had never really thought about the importance in verbalizing that I was a FGLI student too. I had always tried to not mention the fact I was from Penn, because I didn’t want there to be this power dynamic between the student and I and also between me and the tutors from other schools. But I learned that

A student’s academic and social -emotional skills rely greatly upon their learning environment at home and school. Many students have access to the necessary support they acquire although some students do not. For the students who do not have the appropriate support at home, they depend on school personnel for their guidance. It is crucial that all school personnel to give students the opportunity to build positive relationships, while providing a supportive environment which will assist students with becoming academically and socially emotionally successful.

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.

It is essential for the East Three Secondary School teachers of the Grades 7 -9 students to become familiar with the format, content, and pace of the course before attempting to conduct the sessions. These staff members will require time to meet, discuss, and prepare for the implementation of the course using the resources available for downloading at no cost by Kaiser Permanente Center for Health Research (2015). Not unlike other new programs started at the school, training for the CWS course will be included as part of the school-directed teacher in-service time or non-instructional time where teachers have days in the school calendar without teaching duties.

During my internship experience in my school, I had the opportunity of seating in a pre-conference and a post-conference with a new educator who was being formally evaluated. The steps that I took for the observation, reflection, and the sharing of the findings with the teacher are almost identical to what I experienced in my school. However, the evaluation process differs from teachers who are new to the system from those who have been teaching there for years. There is no feedback or expectation for growth for veteran teachers.

Every single teacher working at a school must possess certain attributes, so that he/she is able to help the students needed. Teachers do play a big role in the student’s life, as they are considered to be the window through which students will see their future. There might be students that don’t have anyone that inspires them to become a professional. This means that as teachers we should be fine and positive role model to them. Many people that have gotten the opportunity to know me closer would always tell me that I am a person in which they can trust and one that will be there to listen to their problems. However, Wednesday class made me reflect that I am not quite a good listener because many times when people have come to share their problems. While, they are talking I would comment by telling them if you continue doing that you are going to have consequences. Instead of only listening to them I would do both listen and comment. Therefore, I must learn to listen when someone is sharing his/ he problems to me in order to be able to help my students. My grandfather would always tell me, “Rosi God gave us two ears with a purpose which is that we should listen double and we have one mouth since we should talk half”. Of course, this applies when someone have problems we should listen more to them rather making judgments.

“The most distinctive characteristic of these very good teachers is that their practice is the result of careful reflection... They themselves also learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time.” (Why Colleges Succeed, Ofsted, Paragraph 19). This excerpt from a paper published by Ofsted resonates with me and I feel it explains the concept of and outlines the importance of reflective teaching well.

For block one I was put into a second grade regular education classroom at Lake Forest Hills Elementary School. I taught my writing lesson on November 8, 2017. I taught a group of four students and had them write a short narrative about their favorite Thanksgiving memory. They all love Thanksgiving and were excited to write their story and share with the others.