Reflection

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.

Growing up as a first generation Pakistani American Muslim not only came with the benefits of being exposed to different cultures, but it also came with a continuing challenge to incorporate the two cultures and my religion into the society we lived in. There was always a need to be more American, more Pakistani, while respecting the boundaries of religion. When we went to school, we weren’t American enough, when visiting Pakistan we were often labeled with the acronym ABCD- American Born Confused Desi. We were neither here, nor there. No matter how hard we tried to assimilate into the two societies, we could feel the absence of understanding and acceptance. This search for an identity not only allowed me to easily interact with people facing similar dilemmas, but it allowed me to embrace culture, religion, and people that were different.

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 was the day in which a boy named Gavin was the first of many to associate my last name and distinct features with the war in the Middle East as he proceeded to accuse me, my family, and my religion for the collapse of the World Trade Center. Gone was the once scorching flicker of pride in my belly as the label “terrorist” dripped off the edge of his lips—smothering the flames and filling my heart with smoke. I was no longer captivated by the beauty woven into the stories of my mother and father’s past, and was instead humiliated to be seen, heard, and known as the foreign child with an identity that did not belong. In place of self-love, I found diffidence, as I concealed my mother tongue and removed my hijab at a time when every other Muslima had the courage to keep hers on. This cowardice mentality that left my soul hidden and my body aching with fear of rejection latched on for nearly five years. It wasn’t until around seven months ago, when I finally discovered the spark that would allow me to fall madly in love with my identity and ignite my inner flame once

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.

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)

Intern met with resident K. Brown for the purpose of addressing her personal concerns and speaking with her about her community service hours. Kiara informed me that she completed her community service hours for the previous week. Intern asked her to verify the days she completes CS hours, and she stated Sundays and Wednesdays. Resident did express her frustrations by saying that she used to mess up with her CS hours, but she is really trying to do better. Intern advised her that another resident completes hers during that time, so she will have to do CS hours on Mondays and Thursdays or Mondays and Fridays. Intern also explained to her the importance of doing CS hours. It was explained that not only is this a requirement of the program,

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.

I am on target with meeting the weekly milestone deadlines and the content requirements. However, as I complete the final synthesis paper I will edit the sections within Digication to reflect any changes made within the paper that are relevant. I have yet to upload a professional photograph, but when I have one taken, I will add this to the welcome page above the quotation image. When I began using Digication, it was time consuming to grow accustomed to how to maneuver around and complete tasks, which included editing the background, when customizing it to reflect my unique identity as an MSW student and an individual. Now that I have been utilizing it on a regular basis, making changes has become quicker to accomplish. The process of building my portfolio has helped me

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

Individual is a 10 year old 4th grade black female student at James C. Rosser Elementary who was in day treatment lasted school term. Individual mom states individual was doing well for the summer, but start causing problems toward the end. Mom states individual has started back with anger and aggression behaviors at school. Mom states the first week of school individual ran out the classroom without permission and her consequence was a paddle. Within the same week individual has been hitting on students and hollering in the classroom. Teacher states individual kicked a student in the back because they were laughing at her. Individual also yell “shut up and leave me alone at her teacher”, and she yelled “I’m going to tell my momma on you” toward her teacher the first and second week of school. Teacher states individual gets angry and argues with students, hits on students, take things from students, and threaten the teacher to tell her mother if she touches her. Last week mom states individual bust her friend noise and took her purse. Mom states individual is always doing something to the kids in the neighborhood, and has no friends. Individual was sent to the office last week and she was yelling, kicking, and threaten the school principal. Individual teacher states individual feels that she can do what she wants to anyone and not have any consequences. Individual would cry thinking that she will not get in trouble. Also, last week individual pushed a student in

In this lesson there are multiple process skills, knowledge, and skills to be included and emphasized. When doing this lesson, I would be addressing the process skills of communicating, measuring, comparing, contrasting, organizing, and analyzing. Student would partake in communicating during the class discussion about frog calls, when the groups discuss and create their frog calls, and when sharing with the class the frog calls they made. Measuring would take place during the extension game whenever the biologist times and records the time it took the female frog to find a mate. Comparing and contrasting would be done in the “Guess who makes that sound?” game. The students will be comparing and contrasting the frog sounds to their prior knowledge and to each of the frog sounds. They do this to try and figure out what animals is making that sound. Organizing will be addressed through the KLEWS chart. The students will organize their ideas, wonderings, evidence, and the like into the KLEWS chart. Also, the students will organize their data gathered in the extension game. Lastly, students analyze the observations they made during the entire lesson and that information was written in the Learning, Evidence, and Scientific Principle columns of the KLEWS chart. All of these process skills I will emphasize and guide the students through. Skills addressed in this lesson were communicating skills and engineering skills. Students need to know how to communicate in order to