Reflection Paper On Teaching

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

In everyday life if we want to improve on something that we have done, we must be open to reflection, so that we can identify our strengths and weaknesses and find areas that can be improved on. As the GTCNI competence Framework states, “Teachers should keep curricular, subject and pedagogical knowledge up-to-date through reflection, self-study and collaboration with colleagues.” (Internet source 1) By taking this into consideration it is then evident that just like in everyday life, if teachers want to become truly effective practitioners they must develop their capacity for critically reflecting upon their practice. No person every stops learning, so no matter how long someone has been teaching, time must be given to reflect upon their

I improved on my understanding of education by having the opportunity to learn more about lesson plans. This class has helped me to grow in my understanding of students by allowing me to interact with them on a regular basis. Teaching lessons has become something that this course allowed me to become more comfortable with. While I still need to improve on my time management while creating lessons, I believe that this course has shown me what I need to do to teach an effective lesson.

This course has taught me many new things about teaching. I have gained knowledge about topics such as moral education, expertise, decision-making, and classroom management, just to name a few. Through the reading and portfolio essays, my desire to teach has strengthened throughout the semester. Because of this course, I now have a better understanding of the educational and psychological needs my future students, as well as myself, will have and how to meet them.

To begin the Faculty assignment I first started by trying to email professors using the faculty information document provided. Of all the specialties available under the Business degree, management and marketing most interested me. This is due to the fact that I have an ample amount of experience working in restaurants. Often while performing tasks such as endlessly sweeping floors, scraping gum off tables, talking down agitated customers and so on, I found my mind wondering. Aside from thinking about how much I was utterly and wholly adoring my tasks, I thought about what it would be like to run the establishment. I wondered what it would be like to manage others and plotted ways in which I could improve upon my manager’s skills in the area of management. Because of my curiosity for management I really wanted to speak with someone who is knowledgeable in the area. After sending a few emails to multiple instructors and not receiving any reply I decided it was time for a face to face interview.

During my visits to Metzler elementary, I was able to observe all the different grade levels and I was fortunate enough to be able to observe eight different teachers, which helped me better understand and see the different ways I could teach the children. While observing, I really enjoyed and gathered information that I feel make good lessons from two different teachers, which were the fifth and fourth grade teachers.

The information gained during this assignment was insightful, and the information will be useful in my future classroom. When conducting my teacher interviews both of the teachers spoke of how crucial it is for new teachers to understand the importance of pre-assessing students and the importance of continued assessment of students throughout the year. According to the answers from the teacher interviews, the data collected throughout the assessment process is the best way for teachers to determine how to group students. For example, Miss. Phillips states, “When analyzing data for say my kindergarten reading group I may group students based on who has one to one, comprehension, fluency, high-frequency words, and meaning when reading.” On the other hand for math Miss. Phillips states, “…I generally use my standards and then group based on abilities of one-to-one counting, number recognition, numeral writing, addition/subtraction, etc. I use assessments to analyze the data and even regroup students as I need to for both math and reading.” Furthermore, when Mrs. Haynes was asked the same question she responded with, “Having heterogeneous groups for math and literacy workstations is very beneficial. Students are able to model and demonstrate work for other students. This allows students to potentially work independently, while teachers pull small groups (for guided reading, guided math and guided writing).”

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

I have been asked to reflect on what the world may be like in 2020 and how will those changes affect education. In addition, I have been asked to share how the innovations in the classroom affect others and how being a teacher will be different in 2020 versus today. Let me reflect on these inquiries for you and share my predictions based off of topics we have discussed in this course as well as current world happenings.

As I have assessed various theories and ideas pertaining to education and human development, I have made a sincere effort to reflect on my own experiences as an education professional. Our readings about student development and our analyses and discussions surrounding the challenges that current education systems pose have not only opened my eyes to deep-rooted, systemic flaws in ideology and practice, but they have also allowed me to seek out deeper meaning with regard to my current role as a professional of higher education. For my reflective essay I would like to highlight some of my experiences in the field working in continuing education, or non-credit programming for adult learners, and how postmodernist ideology has become a tool through which we seek solutions for those who have been disserviced by our current education system. Specifically, I will reflect on why students are often underserved as a result of traditional educational models, and how continuing education programs offer viable, postmodernist solutions to a broken system.

The classroom is composed of twenty students, nine males and eleven females. From the nine males, two are African-American, one is Euromerican, and the rest are Hispanics. From the eleven females, one is African-American, one is Asian, and the rest are Hispanics

I prepared for these lessons first by thinking carefully over how I was going to teach a specific concept and what I was going to need. I did this several days before I actually began teaching the concepts. Each day I found the items I would need for that day’s lesson and had it in an easily accessible place. Since this was my first week teaching I did not have previous experience to go off of from this class. However, I did have an understanding that preparation is key because of previous experiences giving instruction and not being prepared by thinking out exactly how I would go about teaching the lesson.

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

I was given a year 10 BTEC IT&C class to teach. This class has a mixture of abilities and behaviour. Talking to the students over the term the students that could be said to be “disruptive” would happily tell me that they “did not want to pick this option” and felt they had no choice but pick the subject. This gave an interesting challenge of trying to engage these students with the subject and improve behaviour and the environment of the class in general.