...PRINCIPLES OF TEACHING Right from the start, Ma’am Glo asked us on what is our teaching principle? I don’t have any idea about that. What I only know is that I want to teach. I want to impart my knowledge, ideas and skills to the learners. But then, teaching is not an easy task. We stand as a model and an avenue for learning, an inspiration and hope to other people, especially to our dear students. Teaching is not just delivering or imparting knowledge to others, but again, accompanied with different principles. We must provide students the opportunities to demonstrate and practice the knowledge and skills innate in them. Teachers’ expectation also must be attainable so that our learners can match or cope with ours. Communicating must be clear so that our learners can perform better. “You cannot teach what you do not know” – a saying that elaborates too many topics that we do not know work against student learning. We should recognize the parameters of our lesson, the learners and their learning ability. Most of the time, there are instances that our learners can’t understand what we are talking about. We need to give time in shredding information to them. We are not our students, the level of thinking that we have is not like of them, sometimes we should go down to their level in order to give them clear information. This course not only opened my eyes, but also my understanding a lot of things about it. May these principles of learning guide us on our way to the journey of...
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...Reflection of a teaching session on the prevention of pressure ulcers I have chosen to use Johns’ model of reflection (1994) to reflect on this teaching session. This model incorporates a good analysis of the session and enables me to effectively reflect on the positives of the teaching session but also what could be improved. This model will enable me to successfully analyse what needs improving and the session will be improved in the future as a nurses’ role is educating patients, relatives and other member of staff. I will study the relevance to the subject that was taught and refer to the teaching plan. I will use a progressive tool to highlight the areas explored and also will use evidenced based findings to show the expectations of the local trust. To adhere to confidentiality I will keep the individuals name confidential (NMC Code of Conduct 2008) The teaching session was chosen based on the research that post operative patients are at high risk of developing a pressure ulcer as (RCN 2003). This is due to the lack of mobility therefore educating patients on relieving pressure areas would be beneficial to the patient as it is enabling the patient more control over their care whilst in hospital. The patient was a 72 year old man who was at high risk of getting a pressure sore, the patient was able to acknowledge the subject and able to understand the subject taught, there was no special learning needs needed to be acknowledged as the teacher. The teaching method...
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...In China, English teaching is greatly confined to the test-oriented education system and in this way, students often pursue high scores instead of truly emphasizing the application of English in their daily lives. Both teachers and students adopt the grammar-translation method, which focuses on vocabulary, grammar and linguistic phenomenon rather than on listening and speaking. The teaching pattern is text-based and teacher-dominated, and will inevitably prevent students from developing their creativities. I used to be an English teacher in a vocational college of China and the ages of my students usually range from 17 to 21. In the process of English learning, students often confront with some concrete problems. For example, all the students learnt the dialogue: “How are you?” “Fine/Good.” However, when a foreigner asks them “How are you?” in their presence, most of them don’t know how to give response. Obviously, lots of students cannot transfer their theoretical knowledge into oral application. Many students always get high scores in English test but speak English stutteringly. Nowadays, in the campus, more and more college students are bothered by the CET (College English Test). They always hold a vocabulary book in their hands and make their efforts to memorize these words. They just mechanically stuff these vocabularies into their brains but rarely think of how to associate one word with other related words or how to use one word in a specified context. I still remember...
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...something that I have been always drawn to. Initially I saw the teacher as a provider of information and the students as receivers. I was constantly correcting and adjusting the students to fit into the box I was attempting to build for them. I slowly began to realize that each student had their own box, and it was up to me as the teacher to inspire each of them to build his or her own box. What I still struggle with is not controlling the development of each box and figuring out where my place is in every student’s effort to build his or her box. I have several beliefs about education that deal with the teacher-student relationship and the best practices for learning to take place. Teaching and learning to me are pieces that all people experience throughout the process of growing. Teaching is the passing of information that influences behavior, and learning is the receiving of information and figuring out how to put it to use. What I realize is that as I the teacher interact with students there is an exchange of information. I was not always aware of this exchange. I focused on my role as the teacher believing that pushing information to the students and adjusting him or her if they did not implement it the way I thought he or she should. Understanding and being willing to open myself to the two way communication with the student has allowed me to adjust to the students, finding the best fit for each of us for learning to take place. All students want to learn, and...
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...well equipped for their junior cert and leaving cert exam? This was the question posed to the naïve student teachers. What I wanted to achieve when I started teaching, and presently hold, are not so alien from each other, just now perhaps more realistic. Meeting the principal and teachers at their school for the first time was a great feeling. They made me feel so at ease as I met everyone. They also provided the course books and assigned the chapters, which I was to cover. I was definitely ‘bitten by the bug’! Focused, energized and excited I went back to college to start my lesson plans. According to Kyriacou, 2001, the effective teacher must have yielded a mass of material concerning the skills, which are displayed by an effective teacher. Teachers judged to be effective appear to have the following qualities; • ‘Establishing an orderly and attractive learning environment. • Concentrating on teaching and learning by maximizing learning time and maintaining an academic emphasis. • Delivering well-organised, well-structured lessons with clarity and purpose. • Conveying high expectations and providing intellectual challenge. • Monitoring progress and providing quick corrective feedback. • Establishing clear and fair discipline’ Ironically, never had discipline entered my understanding of teaching....
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...Micro Teaching Reflection My students did accomplish my learning objective. To extent that they know how to throw underhand/ overhand and stepping with opposite foot. For example, the students were able to tell what they learned about throwing such as the cues/ skills or how they threw the yarn ball. Another example, is seeing the students tossing and throwing the yarn ball to themselves in self space and general space, and throwing to the bowling pin using their left/ right hands. During, my lesson plan, there were plenty of practice for each task and activity. All three of the learning domains were presented such as the cognitive, affective and psychomotor. The strengths of the lesson at first was not going well, there were something that...
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...Team Teaching Reflection - Bryan Fotino Overall, I think our group planned well for our team teaching session, but we left a lot of work for the end. On the plus side, there was lots of open communication within our group through in-person discussions and an email chain, which allowed us to set up meeting times that worked for everyone. Our meetings were highly productive, with all team members contributing their ideas and effort, and driving the group forward into the process of discovering our key messages and how we wanted to convey them. With that said, we didn’t meet with Professor Bjork until the week before, and with Turner until the night before. I think meeting with them earlier would’ve given us more of a vision earlier in the process, so we wouldn’t have had to rush or stress so much to get everything done on time....
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...Reflection has been proven to be an excellent teacher, especially after making an emotional based decision associated with parenting. Now that I have children in the third grade, reflecting on lofty expectations followed by a short temper after my hopes were dashed says a lot about leading by example. When reviewing various writings about parenting, pairing them with reflection on past behavior, it becomes very clear many lessons can be learned. Having patience, setting realistic goals and reacting to success or failure appropriately are all great marks to be judged by. While realizing no one is perfect, understanding the difficulties and struggles parents face with their children, as discussed by experts, having an owners manual for my children could come in very handy! Because parenting in general can by difficult, many studies have found the transition from infancy to adolescence even more difficult for fathers. Because the mother has time to bond with the child, specifically through labor and breastfeeding, fathers struggle to find a place and may not have appropriate time to bond. Some studies suggest playful interactions with their children as they grow can not only help a father bond with children but also help the father find and learn his role in parenting. (Machin, A. J. (2015). Remembering the early years of parenting, more...
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...where people learn from their own experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the milieu of their work. The essay will also look at the use of reflective practice with learners at a behavioural school. Each section will cover different topics, section one will cover the understanding of critical reflection, section two will show how critical reflection is used for behaviour, section three shows its use in the construction industry and section four will briefly cover other authors and their respective models. Section 1. In order to be effective teachers must be reflective; they must continuously review their practice, discuss it with their colleagues, consider their learners’ responses and seek to develop new and better ways of teaching. Practitioners need to make sure that all learning levels and skill levels are catered for; the most effective way to ensure this is to use reflective practice to continuously develop the teaching material the delivery of the course and the teacher. The idea of reflective practice was introduced by (Schön 1983) and given currency by (Kolb 1984) in his...
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...BC3401 Enterprise Systems Integrative Assignment/Reflection Instruction: Based on what you have gone through in this class, i.e., class presentation, SAP slides, lab exercises, discussion forums, projects, quiz, plus the 6 assigned articles on ES and 2 teaching cases on ES implementation, critically reflect on the things you have learnt about enterprise systems. Try your best to integrate the bits and pieces of the knowledge you have gathered thus far and reorganize them based on the way you see enterprise systems now. Your integrative assignment/reflection should be organized in a systematic manner. The following questions (not exhaustive) are intended to provide some pointers in structuring your thought process. You do not need to consider all these questions. * How are your initial perceptions of ES confirmed or rejected by what you have learnt? * Do you agree that ES offers a substantial competitive edge to organizations? * Do you agree with the common assertion that ES is highly rigid and inflexible, that it imposes substantial constraints on organizations? * What aspects of ES that you deem most powerful or impressive? * What aspects of ES that you find lacking or disappointing? * What do you see as the relationship between business processes and ES? * What do you see as the key challenges in selecting, implementing, and maintaining ES? * What do you believe to be the critical success factors in implementing ES? * What...
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...Critically discuss the importance of reflection in the practice of management Student ID:20583416 Course: The reflective manager (MD4046) Lecturer: Dr. Elias Hadjielias Fall 2012 Assignment no. 1 Table of Contents Introduction Page 1.1 General Introduction to Reflection 3 1.2 Objectives and Purpose of the essay 3 Main Body 1.3-1.6 Review of Literature 3-4 1.7 Personal opinion of the writer 4 1.8 A practical example of Reflection in a certain case 4 1.9 Recommendations from the writer 5 Conclusion 2.0 Summary pg.3 5 2.1 References ...
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...As set out in my aims every opportunity presented to engage in group work was taken. On a few occasions I worked with children of a lower ability or children that have difficulty concentrating. This was challenging as it meant that each child needed the same amount of attention and support. To keep children engaged I communicated effectively using clear and concise language. ‘Good communication at work involves being able to relate to people from different backgrounds and age groups from your own’ (Herbert and Rothwell, 2005, p76) To my surprise this was something I was good at the children all understood the task set. The problem was getting specific children to focus as explained in appendix 2. However, after a conversation with a teaching assistant some very helpful advice was given. Next time I worked with this group every child had...
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...Using Student Self-Reflections to Improve Student Study Habits in the Mathematics Classroom A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching: Mathematics Nancy Daly Department of Mathematics and Computer Science College of Arts and Sciences Graduate School Minot State University Minot, North Dakota Summer 2011 ii This capstone project was submitted by Nancy Daly Graduate Committee: Dr. Laurie Geller, Chairperson Dr. Cheryl Nilsen Dr. Rebecca Anhorn Dean of Graduate School Dr. Linda Cresap Date of defense: Month day, year iii Abstract Type the abstract here. Do not indent. It should be one block paragraph. The abstract is a summary of your paper. iv Acknowledgements Type your acknowledgements here. Indent each paragraph 0.5 inch. You can thank whomever you choose. v Table of Contents Page Abstract .................................................................................................................. iii Acknowledgements ................................................................................................ iv List of Tables ....................................................................................................... viii List of Figures ........................................................................................................ ix Chapter One: Introduction ................................................................
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...Summary This article describes the author’s reflective account of the learning experience whilst undertaking the module of mentoring which includes preferred teaching methods, supervision, learning styles, different ways of assessing and evaluation. A brief description of the author is detailed while the value of effective mentoring on the learning experience is also explored. Healthcare practitioners and students can learn from experiences through reflection and use the knowledge to inform and improve practice. The ability to reflect on one’s actions is particularly pertinent in clinical practice. Schön (1983) identified two types of reflection: -Reflection in action, which takes place during the event – the practitioner may not be aware that it is happening. -Reflection on action, which takes place after the event. Jasper (2003) concluded that reflecting on action transformed experience into knowledge. I am a mental health nurse who works in a community mental health recovery services for working adults, and currently attended a mentorship course. I have co-mentored a first year student prior to my mentorship training. My training was more or less the same of the student I mentored, so it is important for me to keep up to date with changes in the skills students are expected to develop while on clinical placement. The lecturers at University, books and journals explained the importance of working in partnership with students and developing action plans. As a nursing...
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...(Deakin, 2010) Reflective practice highlights the importance of learning from experiences after thinking about it and relates the practical experiences to the theoretical learning approaches (Oxbridgewriters, 2011). Definition Cont’d It is a process by which practitioners focus on how they interact with their colleagues and environment in order to obtain a clearer picture of their own behaviour, thus building on existing strengths. Reflective Practitioner is usually engaged in some kind of activity (often professional) which they can use to reflect on their strengths, weaknesses and areas for development (Somerville & Keeling, 2004) Definition Cont’d Critical reflection includes questioning routines, habitual practice, challenging “conventional wisdom”, being able to ask others and ourselves “why-type” questions . Such as: 1What is my nursing care like? 2 Why is it like this? 3 How has it come to be this way? 4 What aspect of it would I like to improve? 5 Whose interest are being served (or denied) by my job? (Scribid, 2010) Benefits of Reflective Practice Increases confidence and allows one to become a more proactive professional; Improves the quality of care given and close the gap between theory and practice; It provides a deeper understanding of our approach to nursing and leads to greater effectiveness as a...
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