Teacher Reflection Essay

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 December of 2013, I was told that I was not considered for the full-time temporary faculty position in political science on South Campus by Dr. Sonia Nieves because I was not able to teach international relations even though I have graduate level coursework in international relations and Political Science degrees do not specify a focus. I later found out that, this requirement was false and inconsistent with Broward College’s Faculty Credentialing Manual and that Dr. Nieves hired an adjunct faculty member from another campus who had the same degree as me. This left me in the middle of December with no classes for the upcoming spring term despite my ability and record to fill my classes and outstanding reviews by students and supervisors. Dr. Neves also mentioned to me, on several occasions, that it was always a major scheduling “hassle” to be forced to find a downstairs classroom in order to accommodate my ADA needs.

The initial attempt which I gave at clearing the WST exam was quite an exuberant experience. A confident me wrote an excellent piece which was all according to me nothing but excellent. But a drastic result of having a non-competent essay came as a shocking result. Thus, while taking this class I hoped to improve my writing skills not only to be good in general writing but also hone my skills in presenting ideas as a graduate student. The course structure defined in this class not only helped me improved my writing skills but expanded my horizon to the different aspects of writing which was initially all unknown to me. This writing class helped me improve my understanding of a thesis

Depending on where we stand, the view of our environment and the effect of other individuals can shape the way we identify the world. Often we are afraid that seeing different perspectives then could lead to the loss of our very own, but the real value of another standpoint lies within seeing more of a situation and therefore being able to make a better evaluation for ourselves. By valuing new perspectives, we are initially introducing new elements of life to improve our way of thinking thus providing us with various of aspects that can help us grow in school, work and personal lives.

Throughout the time that I was in high-school I have taken many English classes leading up to this Ivy Tech class. During my freshman year I was required to participate in English 9 which required students to do more reading than writing. During my sophomore year I took English 10 that involved more reading. Then last year I took AP Language and Composition for college credits. Reading and writing were split 50/50. We were required to read a new book every nine weeks and be quizzed. We also wrote a total of six MLA formatted essays to prepare for the AP exam at the end of the year. I think my classmates and I were taught well which resulted in a good score on my exam.

“Be a reflective teacher. Honestly look at what you do from time to time. Evaluate the purpose of your role as a teacher.” (Robert John Meenham, 2011)

is capable of doing the work, but he is also more wrapped up in the

Mmm, you were right the rates are not very generous. I am going to be completely honest; it does put me off a little, from experience how much work will be needed to make this first course a success, which is crucial to ensuring that people feel it's worth signing up for the whole series. I would only want to do this if I can offer something meaningful and valuable. Having spent three days last week rewriting an advanced specialist course for Pilates teachers, I know just how much time these things take as I am sure you do.

I started my practicum today in Miscellany second grade class. Mrs. Calloway used a lot of student-centered teaching. The tables are set up into small groups of about five students. Thought out the day we have multiple students that are pulled out so Mrs. Calloway told me I would be working with those students a lot to finish the project they get pulled out during. After reading a book to the class, Mrs. Calloway post a question on the board and has the students answer this. A lot of the students just copy what she posts on the board. When the student is done, she goes around and gives them a star for completing it. This is the only feedback the students get during the day.

ENDS 101 class was drastically different from my expectation. I came from a background of great involvement in Robotics and portray great interests in Engineering. The title of Design Process misguided me into thinking about the learning of traditional design process engineers take to approach problem solving. Through each lessons, I said to myself that I am physically being in the most realistically useful and most applicable class in the University. Never did I thought I will be taking a class that provokes creativity, enhance leadership, and develop good team working skills and other aspects that affect being a collaborative member, or a leader. Several times, professor Vanegas’ and professor Billingsley’s

I was excited to see your opening for an Assistant Teacher and I hope to be invited for an interview.

Like most people, my education started out traditionally with Kindergarten and proceeded through current college level. The one piece of education that may differed from most others would have to be “pre-k” schooling. I did not attend this aspect of schooling and believe that it had an impact on my education and readiness for school. Although I was placed in “daycare” programs on occasion, it was not consistent enough nor had the curriculum to prepare me for the social interactions and activities learned in the first year of schooling. From then on, I seemed to adjust to the normalcy of school and began developing friend groups and relationships. I proceeded to middle school afterword’s with little problems until approximately 8th grade where my grades began to see their first decline.

All teachers come across and work with students that have different abilities and backgrounds. Due to those circumstances, teachers have to differentiate and adjust their instructions. LaTurner addresses these situations by working with what students bring to the table and meeting them halfway with her knowledge and resources. The curriculum she works with naturally allows flexibility with pacing. She uses books that are leveled and reads books repetitively in order for the students to be successful reading them independently. For students who are advanced can read books with what they need and at the same time love. Laturner also meets with students individually, in pairs, and in groups. She uses guided reading, book introductions, and target skill practice such as letters and sounds when working with her students.

When the day to day tasks of a teacher becomes dull and not amusing, this is known as being in a rut. After countless assignments of rambling on about lazy teachers, the conciseness is that teachers give up because they lose their spark for education. Although this is not the main topic discussed in Linda Christensen’s “Introduction” to Teaching for Joy and Justice, it is necessary to tie lose ends up before continuing into further discussion. Yes, there are teachers that are lazy and only care about themselves, however, there are also teachers that care more about their students. These are the teachers that need to be talked about, because without them the whole educational system would be ruined.

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