...When my teachings are observed by my tutors and peers, I can say that one of my strengths is rapport throughout the teaching practices. I tried to provide pleasant lesson environment with my learners. According to my tutors, I could improve my TTT and language grading day by day. I always wanted to try a variety of teaching techniques in my lessons and according to my peers, I could manage it. In my written feedbacks, students are mostly engaged in lessons and there is a positive atmosphere with good involvement. In addition, as in my peer feedbacks, I could prepare clear and relevant materials to my learners. I gave importance to the learners’ needs and interests. According to my peers ‘oral feedback, mostly my lessons are student-centered....
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...Dear Ms. Zanatta-Buehler, I would like to thank you again for giving me the opportunity to sit down with you and consider my ideas on studying the students’ satisfaction level from the Tutoring service offered at the Sheridan Trafalgar campus. This letter is to make sure that we have common grounds to start the project on the right foot. FRIENDLY ENVIRONMENT Most of the students that are new to peer tutoring feel confused or uncomfortable about the service. They tend to be shy or ashamed to request peer tutoring. However, all of the students that go through the door of the Career center will feel a quiet and peaceful atmosphere, followed by a warm welcome from the secretary. The place offers tables to study, a computer area with a printer. You also have access to a Math tutor and an English tutor that are available Monday to Friday from 9-5PM and there is no cost for this service. On top of that, the Career center offers tutoring in many different subjects at a very affordable cost. There’s always the other side of the coin where some students complain about their tutor not being efficient and effective enough. The career center is always there to help and answer questions. The hours of operations coordinates pretty well with the students’ schedules. It’s open Monday- Friday, 8:30AM – 5:00PM. WHAT YOU CAN EXPECT FROM ME I can assure you that my past experience and my ability to scout information will add a unique asset to your team. Not only am I passionate about...
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...in this semester’s module in order to better reflect on my strengths and weaknesses by supporting it with work and research conducted throughout the course. In conjunction with this I will be drawing upon the skills audit I conducted to help me create an action plan that addresses my individual needs and help develop a broader skill set. This would therefore make me more confident in communicating effectively in different situations. The course aims and objectives will be used with questionnaires, quizzes and other formats that were used to evaluate myself and preferential styles to show my strengths and weaknesses in this essay. In the introductory week we undertook a skills audits that helped us identify what our individuals learning styles where. I quickly learnt that I had similar results from both the audits and questionnaires which hinted that I am more reserved and observant. I was also told that I am very insightful and can express my own opinions well. The skills audit showed that I am more of a reflector/theorist (Online Skills Audit). Strengths and weaknesses: Main body I believe that all of my strengths are rather similar and therefore helps me conform very strong arguments which boast depth, analytical flare, and descriptive analysis. I also prefer working alone and consider myself highly motivated and therefore find it easier to work independently and consider this to be one of my biggest strengths. While doing my coursework assignments I discovered that I...
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...BTEC L3 Diploma in Information Technology (QCF) | Student | | | Tutor | | Assignment | 2 | Course unit | Unit 1 – Communication and Employability Skills for IT | Title | Communication and Interpersonal Skills | Date Set: | | Date Due: | | Receiving Date: | | Assignment verification | Internal verification | Originator: | | Assessor: | | I.V Approval: | | Grade: | Grading Criteria | Pass grade | P4 | P5 | P6 | M2 | D1 | | | Grades awarded | | | | | | | | Task Date Due | | | | | | | | Plagiarism and Copying Checks | Pass/Fail; | | Internal Checking | | Tutors comments:- | Tutors Signature: Date: | Student comments:- | Student Signature: Date: | Student acknowledgement of criteria awarded | Students signature | | Date | | Learner declaration | I declare that all the work submitted for this assignment is my own work or, in the case of group work, my own contribution to the work of the group in which I worked, and that no part of it has been copied from any source. I understand that if any part of the work submitted for this assignment is found to be plagiarised, none of the work submitted will be allowed to count towards the assessment of the assignment. | Signed: | |...
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...------------------------------------------------- ------------------------------------------------- Candidate name: Louise Erica Pierce ------------------------------------------------- Centre number: ------------------------------------------------- Centre name: ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Signatures ------------------------------------------------- ------------------------------------------------- Candidate: Date: ------------------------------------------------- Tutor/Assessor: Date: ------------------------------------------------- Internal Moderator*: Date: ------------------------------------------------- External Moderator*: Date: ------------------------------------------------- ------------------------------------------------- * For completion if part, or all, of the evidence has been sampled by the Internal and/or External Moderator ------------------------------------------------- Unit 01 Evaluate learning F/503/6824 You will: Evaluate own learning to date | You can: | What you’ve done to show this | Location/Portfolio page number | IM/EM signature (if sampled) | 1.1 Identify a previous goal stating whether it was or wasn’t achieved | | | | 1.2 Identify...
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...P1 explain key influences on personal learning processes on individuals. The Kolbs experimental learning cycle helps us to understand how adults learn. Cognitive abilities are how people learn. Kolbs identified two pairs of opposite factors, when these are combined together they show a learning cycle with four different stages of learning, each staged has to be followed in the correct sequence. The four stages are: * Concrete experience – the doing stage where you carry out/participate in an action/actions. * Reflective observations – the reviewing or reflecting stage. You think about what you did/what happened during the concrete stage. * Abstract conceptualisation – the concluding stage in relation to the concrete experience (called the theorising stage sometimes). It is the stages where you use all the information you have gained about the experience to organise your thoughts into some sort of order and make sense of the experience. * Active experimentation – this is the planning or trying out stage. The important point here is that you tackle an aspect of the activity differently from the first time. Describe Honey and Mumford’s theory of learning styles: Learning styles | Characteristics | Preferred learning situation | Less favourable learning situation | Activist | • Like to be involved• Like new ideas • Lose interest quickly • ’Jump first/think later’ mentality • Like to dominate | • New experiences • Working with others • Taking...
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...I was started to perform best in all my classes while I helped others in math, a class that I excelled in the most. Being a tutor for my peers was the first time I saw what I took for granted and used it to help other. I had participated in math class as if I got the same grades as everyone but that changed when the students that I had the same class with came to a fellow classmate, myself, for help. In class I received extra credit on top of a good class grade for using my time to tutor others. I saw my impact on my peers as a positive benefit to them and myself. I believe that my tutoring taught me how to manage time and work with others. If I was asked for help by a student who was not understanding the topic I would have to figure out a method to make the math more simple. Once I found the subject in school that came easier to me, my academic life also benefited. I learn time management and working with others, two factors that make a well rounded student I see myself as today. I look to take these skills farther than past 5th grade and to continue to be a...
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...and other study groups. 3. Identify the inter-personal skills developed through group work. 4. Evaluate your developing inter-personal skills. Contents 1.0 About groups and teams 1.1 How do groups function as teams? 1.2 How do individuals become team players? 1.3 The importance of ground rules 2.0 Project teams 1. Get to know yourself and the individuals that make up your team 1. Establish your team’s profile 2.2 Develop a team spirit 2.3 Understand the task and develop a plan 4. Maintain the team 1. Things that worry you about team work 3.0 Study groups 3.1 In class 3.2 Peer learning groups 3.2.1 Helping a friend – coaching 3.2.2 Private study groups 3.2.3 Peer assisted learning 3.3 Avoid plagiarising from each other (collusion) 4.0 Reflect on your developing skills ______________________________________________________ The material in this guide is copyright © 2003 the University of Southampton. Permission is given for it to be copied for use within the University of Southampton. All other rights are reserved. Working in Groups One of our major sources of well-being is our relationship with our family, friends,...
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...AY 2010 /2011 Level 2 October Semester Term B Portfolio Performance Management (CFI2P17) Industry and Company Report Class: Tutor: Industry: Company: Date of Submission: |I CERTIFY THAT THIS ASSIGNMENT IS MY OWN ORIGINAL WORK AND MATERIALS HAVE NOT BEEN COPIED FROM ANY OTHER WORK (PUBLISHED OR | |OTHERWISE) WITHOUT ACKNOWLEDGEMENT IN THE TEXT. I AM FULLY AWARE OF THE PENALTY OF PLAGIARISM. | | | | |Student’s Name: |Admission No: | I. Company Analysis A. Background [Describe the company’s background.] B. Business Segmentation [Analyse the different businesses of the company.] C. Geographical Segmentation [Analyse the different geographical markets of the company.] D. SWOT Analysis [Perform a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis on the company.] II. Industry Analysis and Peer Valuation A. Porter’s FIVE (5) Forces [Perform the Porter’s FIVE (5) Forces analysis on the industry.] B. Peer Valuation [Perform a peer valuation of the THREE (3) companies using both the extended DuPont and the relative valuation ratios.] III. Company Valuation A. Historical Trends [Using at least THREE (3) years of the company’s historical...
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...improvement within these chosen areas. I will also look at how I can implement changes to my personal, academic & personal skills to help me develop them too. Assessment of Self At the start of my journey of personal development I undertook a simple ‘Assessment of Self’ task to briefly establish what and why I wanted to improve my skills. This was in the way of a few questions…..Goals, Barriers etc. (Appendix 1). I then moved on to a more in depth way of assessment through a skills audit which helped me to identify my strengths and weaknesses and what I could improve on. Skills Audit The skills audit (Appendix 2) was a process of questions around different communication techniques, teamwork and IT Skills. The answers I gave, in my opinion, felt most appropriate to my current skill set. Upon finishing the audit I chose 2 weaknesses and strengths evidently shown in the results. Weaknesses * Academic Reading * Academic Writing Strengths * Teamwork * Numbers With these results I then moved on to a SWOT analysis. SWOT Swot analysis is a...
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...more accurately to help achieve targets and objectives. 5. Shorter and more concise emails and letters to avoid information overload. 6. Less attention to factual data and think ‘outside the box’ so that long term visions of services are not overlooked. 7. Learn to challenge directives on occasions in support of what is best for the department and staff. | * Management by Wondering Around (MBWA) in both sites’ laboratories * Have regular tea-breaks and lunch with staff in staff tea room. * Attend Laboratory Staff Meeting and Educational Training 6 monthly * LMS personal coaching * Experience active discussion in PMB (Pathology Management Board) meetings * LMS personal coaching * Proactive in receiving feedback from peers and staff * Continual experience in staff appraisal * LMS seminar: Coaching for Managers * Continual experience in staff appraisal * LMS seminar: Coaching for Managers * Learning to give constructive feedback from my appraiser in my personal NHS appraisal * LMS personal coaching * Learning from line manager’s and other Specialty Directors’ emails and letters. * LMS personal...
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...Student Information edit title Student Strengths Morgan is a 15-year-old ninth grader with mild intellectual disabilities. She is happy, cooperative, and affectionate. Morgan enjoys volunteer work at the local food pantry and stocking shelves. She works independently on task to completion with great accuracy. Morgan is currently able to write simple sentences and paragraphs on a given topic with moderate assistance. She is able to complete journaling activities that describe her day with minimal assistance or prompts. Morgan has mastered telling time within five minute intervals and reading a calendar. Morgan has mastered home-living activities such as laundry and simple mean preparation in the Life Skills Lap at school. Student Interests Morgan states she would enjoy working in a grocery store or restaurant after high school. Teachers and family members have noted that she exhibits superior skills for her grade level in the kitchen and grocery store. In the kitchen and grocery store, Morgan displays great independence, requiring little prompting or direction to complete her task. Morgan states she would enjoy living in an apartment with a roommate after high school. When asked what she wanted to be doing when she is 25, Morgan states she would like to attend a cooking school and work in a restaurant as a cook. She states working in a grocery store while she is in school would be good to pay the bills until she finished cooking school. Assessments Enderle-Severson...
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...NARRATIVE THERAPY: 1. Focus of narrative Therapy: Narrative conversations are interactive and always in collaboration with the people consulting the therapist. Narrative therapy seeks to be a respectful, non-blaming approach to counselling and community work, which centres people as the experts in their own lives. It views problems as separate from people and assumes people have many skills, competencies, beliefs, values, commitments and abilities that will assist them to change their relationship with problems in their lives. Curiosity and a willingness to ask questions to which we genuinely don't know the answers are important principles of this work. There are many possible directions that any conversation can take (there is no single correct direction). The person consulting the therapist plays a significant part in determining the directions that are taken. It seems appropriate to begin any exploration of narrative therapy with a consideration of what is meant by the `narratives' or `stories' of our lives. 2. THE ROLE OF STORIES Narrative therapy is sometimes known as involving’re-authoring' or’re-storying' conversations. Stories are central to an understanding. Stories consist of: • events • linked in sequence • across time • according to a plot 3. LISTENING WITH AN OPEN MIND Social Constructionist Theories place an emphasis on listening to clients without judgment or blame, affirming and valuing them. Totalizing language is avoided. NP focuses on the capacity...
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...BTEC Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport For first teaching from September 2006 Issue 2 March 2007 Specification Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules...
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...The Right To Die Reflective account On the 14/03/2016 at 11:10am me and 8 of my class peers watched a video clip about Paul Lamb, a man who wanted a doctor to help him to die. This was due to the fact he had been immobilised and was in constant pain following an accident. Following this we engaged in a group debate 'The Right To Die' and if individuals should have the right to get help from professionals to take their own lives. My tutor started off the debate by asking what we thought. Each of us contributed well in the debate with both arguing pros and cons, some of the views expressed were strictly one sided, while others could see both sides to the case in hand. In the end we concluded the debate by agreeing to disagree. I personally think I contributed to the debate by arguing against the 'Right To Die', as most of my peers were in favour of the 'Right To Die'. In doing so, made the debate become more interesting as more opinions and thoughts were being shared. Strengths of the communication The pros in the debate was that we all contributed to the discussion. We all showed empathy to each other's thoughts and opinions, as well as showing eye contact and active listening. There was a good and effective exchange of information. In terms of areas for improvement The cons in the debate were at times we spoke over each other. The seating wasn’t ideal for the discussion, as we were sat in rows and wasn’t facing each other, so next time I would change the layout...
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