Shc 32 2.2 Essay

1. You are a setting manager. You overhear room leader Jonathan say to fellow practitioner Laura that it is not fair that Afia is allowed time to pray during work each day.

A teaching assistant plays an important role for the standards of behaviour expected in the classroom.

Reflection means if when you are teaching and you notice something wrong you change it straight away, or for the next time. Practitioners should always be self critical of past lessons and picking out on not only the good parts, but also parts of a lesson that didn’t go so well. For example in order for the practitioners to improve in their practice they could prepare a reflective journal, this would help them by reflecting back on what they did in the perivious lesson and if an activity didn’t go so well the practitioner could think of different strategies of improving the activity or planning a different activity, but on the similar topic and also providing different recourses in order to improve the activity. Also practitioners and staff members should not assume that their work place will automatically inform them about new developments, changes and updates which affect their work, practitioners must be prepared to be active in maintaining their own knowledge base and to ensure that their practice is in line with current thinking and new theories. Practitioners could this by incorporating an awareness of the needs to update their knowledge constantly into all of their work and activities by using resources such as the internet, journals, and libraries or other professional development, e.g. training, and to check their awareness of new developments in their work and to work with other professionals e.g. there

Communication plays a massive part once building a relationship in the work setting. By regularly keeping effective communication between practioners, parents/careers and children makes a positive working environment. The relationships are mostly based on the type of communication between one another, communication is not just by verbally but also the body language we show, facial expressions and our gestures.

SHC 32 1.2: Explain the purpose of the National Occupational Standards and the values and principles to childcare practice

Reflective practice helps workers think about how they could change their way of working – or should change their way of working by thinking ahead and using a structure to suit an activity.

The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.

Reflective teaching has the teacher to look at what they do in the classroom, think about why they do it, and think about if it works and if they should or should not make a change to their approach. Reflective practice is an important concept learning in a professional context it is used as a learning tool, to help to critical reflect, explain, make sense of a situation, and ultimately help learn from experiences.

According to Gilbert & Trudel (2001) Reflective practice allows the coach to appreciate different styles or methods of coaching should be used with different populations, societies or age groups. It would be unethical for a coach to not continually evaluate coaching practice and performance and research suggests that professional coaches engage in both kinds of reflection on a regular basis and that reflective practice plays an important role in their development.

Today, reflective practice is best understood as an approach which promotes autonomous learning that aims to develop practitioners understanding and critical thinking skills. It refers to an activity or process, in which an experience is recalled,

Many models of reflective practice have been promoted in the last decades. In 1983, Schön introduced the concepts ‘reflection-in-action’ and ‘reflection-on-action’, both of which have enhanced the link between reflection and professional development, but the formal one emphasizes the ability of a practitioner to react to a situation directly based on feelings, emotions and prior experiences while the latter one focuses on critical analysis of this reaction after doing it (Schön, 1983). Later, Gibbs developed these notions into a

According to (Jasper 2006) reflection, reflection learning and reflective practice are all strategies to help in learning from experience in order to develop understanding and informed practice, therefore, it include the experience, the reflect and the action.

To understand why reflective practice is important for nurses, it is crucial to understand the meaning of reflection. Reflection comes from the Latin verb reflectere, which means to bend backwards or to turn around (Daly, J., Speedy, S., & Jackson, D, 2013). As a nurse, reflective practice is the process of questioning and analysing your practice in order to ensure optium practice (Kenny. L, 2017). Reflective is beneficial as it assists with personal and intellectual growth (Tashiro, Shimpuku, Naruse, Maftuhah & Matsutani 2013), and is a way to comprehend why things occur (Johns, 2013). Reflective practice also ensures the practice does not become routine but instead aligned with the nurses values (Daly et al., 2013).

After understanding the perspectives of teacher on teaching and learning outcome its important to understand what reflective practices are and how it contributes to continuous teacher’s professional development. The reflective approach draws on Dewey’s (1993) and Schon’s work (1983,1987) where Dewey defined reflection as active persistent and careful consideration of beliefs. He referred to reflection as thought from puzzlement felt in direct experiences which is an important aspect of learning from experience. Reflective thinking helps practitioners to act in intentional and deliberative ways rather than in a blind and impulsive manner. Reflective practices are usually a process of metacognition which works on ones existing knowledge and helps assist in problem solving. Therefore, how people think and reflect on their prior experiences will help in influencing their professional

Effective teachers recognise the importance of reflective practice. A teacher engages in reflective practice by “conducting a critical self-examination of one’s teaching” (Clarke as cited by Eggen & Kauchak, 2010. p. 5). Brookfield (as cited in Marsh, 2010) calls self-reflection a “crucial habit” (p. 102). Whitton, Barker, Nosworthy, Sinclair & Nanlohy (2010) state that reflections are an “integral part” of a being a teacher, that require a “review of your day and the lesson’s successes or failures” (pg. 59). This involves a willingness to examine actions taken to determine whether the teaching had a desired outcome of engaged and increased learning for students (Eggen & Kauchak, 2010). While acknowledging that reflecting on the days activities as important is beneficial the challenge is to translate these reflections into positive actions. This is accomplished by finding areas where the teaching method can be altered to achieve a more positive outcome while taking into account other social factors that may be hindering a students’ progress. Other factors may include baggage from other areas of life such as difficulties at home or troubles with peers. Acknowledging this Bennett (1994) notes that “as society becomes more complex, a corresponding complexity for teachers in the classroom continues to emerge” (p.187). An effective teacher reflects on and determines how accommodate these needs (Marsh, 2010). Further reflection