Reflection Paper On Reflections Of Teaching

Some pupils may find the activity either too easy or too difficult therefore the activity may need to be adapted to suit the needs of these pupils. Also additional activities may be included for those pupils who finish quicker than others. The teaching assistant must take each pupil’s learning needs into consideration.

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

Therefore I ensured that both pupils were respected by treating them equally despite their difference in abilities and talking to them in exactly the same manner and tone. I did however ensure that I changed my questions to ones that both pupils would understand and that were at the appropriate level for the pupil’s individual ability. This meant that both pupils had a positive interaction with me and that I achieved what I set out to which was to help each pupil gain ideas and to gain an understanding of pupils own ideas and thoughts for their leaflet.

|Student disrupts all students in the room. It causes reduction in instructional time for himself and his peers, as well as a reduction in completion of |

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.

Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its short-term benefits, it may adversely affect the rapport between teacher and learners – not a good start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is hoped that by addressing the pre-requisite, specifying an appropriate methodology, identification, and selection of appropriate techniques a logical flow to this section is established.

Promoting good behaviour for learning strategies within the classroom has always been important. The Department for Education (DFE) reports that ‘according to the Teaching and Learning International Survey (TALIS), up to 25% of teachers in most of the 23 countries surveyed report losing at least 30% of their lesson time to disruptions or administrative tasks, with an international average of 13% of teacher time spent on maintaining order in the classroom (OECD, 2010)’ (DFE, 2012:5). It is understood from this that pupils are losing valuable learning time because not all pupils have been taught the correct learning behaviours. The DFE studied newly qualified

My teaching role is to deliver professional courses that meet the governing body’s standards whilst adhering to their policy statements and codes of practice. Whilst delivering courses I use a variety of teaching methods to engage, motivate and support my learners in achieving their goals. Examples include roleplaying emergencies with simulated casualties, discussion, group work, podcasts as well as course PowerPoint’s and guided study through the learner workbook. I hope that clear communication; passion, professionalism and flexibility in my approach are evident to all the learners.

‘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.

When students engage in disruptive behavior in the classroom, they may be seeking to escape the class or avoid the assignment or activity that was given. Class Pass Intervention, is when the student is able to use a limited number of passess to take a brief work break to engage in preferred activities without disrupting instruction. The student is also given an incentive to retain passes unused to redeem later for rewards. This article relates to what we have discussed in class by easing student frustration. This intervention gives the student a choice and time to refocus if they are having trouble.

During my inquiry, I considered theories when planning, taking action, reflecting, evaluating and finally documenting. Sometimes we can feel pressure to handle disruptive behaviours immediately. Taking the time to understand the behaviour and to consider various options often results in a more constructive resolution. After an event is past, taking the time to evaluate the effectiveness of our response can help to improve our reaction in the next situation (Kuhlenschmidt & Layne, 1999). During my inquiry, I made questions about student behaviour and made assumptions. As an example student behaviour during Friday, last period was really disruptive. I assumed, that may be their energy supply is low or excitement about the weekend (mood). Discussion with teachers proved me this was a very common experience. Research showed that It’s natural for student attention levels to vary according to motivation, mood, perceived relevance of the material, and other factors (Briggs, 2014). Based on my understandings, knowledge, readings and other experts’ ideas, I developed an action plan for behaviour management in year 8

There are certain qualities that make secondary students more challenging to guide than primary students. It is unfair to say they do not enjoy learning, but they need to see a connection of the knowledge they acquire in the classroom is relevant to their own lives. If a student does not feel he or she has received any satisfaction in the classroom, the risk of them rebelling increases. The adolescent years are the formative years for people, and what occurs during this period will have a lasting effect. If students feel disconnected or unsatisfied with knowledge, their learning will undoubtedly be compromised. They constantly need to be encouraged and guided through daily activities and interaction. It is essential that young people foster healthy interactions with teachers who they are able to depend on and who can assist in their growth.

Walking into the first two weeks of the EDU program I desired to experience what it would be like to be a future educator and have a grasp of how to help the molding of our youth and giving them the possibility to become future leaders. Doctor dresser was able to bring in a Concordia alumni who had just begun to experience his professional education, career and is teaching multiple different grade levels as a young teacher. When he first walked into the classroom my first impressions were that unfortunately he looked very inexperienced and unsure of what was to be expected of the lecture I thought to myself in the position of a younger student in his classroom this is a person I would not take seriously. He then proceeded to communicate