Reflective Essay on Teaching

To better understand learning, the research and experimentation was conducted by a student. The purpose of this study was to examine a novice learner performing a skill, in which improvement, retention, consistency, adaptability and stages of learning would be tested. The individual chose juggling three beanbags for the skill to be learned. The subject had to learn how to juggle three beanbags at once using both hands. Practice was completed in one way to keep consistency; this included throwing small beanbags standing up in the same room. Hypothesis of the experimenter suggested greatest improvement of skill in the beginning to middle of testing. Learning would be accomplished. An increase in practice time and

I prepared for my informative speech by practicing several times in front of a mirror at home and timing myself. I worked on keeping my eyes up and trying to memorize my speech to help me keep my eyes out more during the informative speech. I also worked on trying to calm my nerves down, so when I presented my nervousness didn’t show through as much as it did when I gave my shield speech. I would by practicing as much as I did at home, it helped calm my nerves by the time I got up in front of my classmates and gave my informative speech on what girls really mean verse what they say. Although I did practice and it did help calm me down more, I still had my nervousness come out during my informative speech.

Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). Reflective practice is considered as an evolving concept which views learning as “an active process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.” (Reid, B 1993 cited in Garfat, T. 2005).

I explained to the kinesthetic learners that when learning information, they usually are most interested in how something works and so hands-on activites are very important to their learning. I explained that they could use information to construct very concrete representations of what they are learning such as charts, models, or diagrams. In addition, I explained how sometimes body movements or choreographed movements could help in remembering information. I gave the example of using Dr. Rich Allen’s series of hand motions to memorize up to twenty facts. In addition, I explained how I use manipulatives in my classroom to aid instructional practices. I also said that actually doing a task is usually their best learning process. Instead of reading about a task or watching it done, it is important for their own learning style that they involve themselves in a task as much as possible. I explained project-based assessments, and concluded that these types of assessments would best be suited to their learning styles. One of the participants said that she has to transfer her teacher’s words into their own learning aids. When her teacher gives an assignment or lesson, she makes her own style of notecards and uses these notecards to study. Even when the teacher gives her a paper with the information (graphic organizer), she still uses her method to study. It helped this student understand why doing the work over again was important. She continued to say that she sometimes

Within this experience, I was incorporating my knowledge of self and aware of the need to work within my own level of competence. Given my lack of experience regarding the skill presented, I decided that it would not be appropriate to perform such a skill in the given environment without my instructor. Benner (1982) describes the levels of proficiency from novice to expert and the differences between each level. Most notably, the method in which to travel from novice to expert is experience, gathered from both theory and actual practical situations. While in this practice setting, while I had the theory, I lacked the actual practical situations in order to have the experience to feel comfortable performing the skill.

The Cognitive, Rehabilitation, and Multicontextual category of the continuum are typically for patients who experienced brain injury or stroke, or have a mental illness. The sessions utilize copious techniques discussed. The focus is to have students develop new ways of performing previous behaviors by reorganizing functional

Likewise , Kamuche , 2011 described learning style as the method where participants acquire , maintain or recover information . Based on various researches , the commonest learning styles included : visual , kinaesthetic , read-write and auditory (Kharb , 2013 ) , (Cheng , Tang , & Cheng , 2013 ) . As unique teaching and learning styles can skeptically affect student learning (Sumanpan , 2012 ) , (Minotti , 2005 ) , It is important to consider educational methods that promote learning . A recent study has identified multimodal study (61%) as the most preferred teaching style while only 39% favoured unimodal study (Kharb , 2013 ) . So , a variety of (9)teaching styles like PowerPoint presentation , group discussion , lecturer , demonstration , practical session , reflection and debriefing have been incorporated in this session . Podcasting of this session has also been organised in conjunction with S . E D Although many nurses find the management of chest drain very threatening , it is possible to develop confidence in the management of chest drains through suitable learning programs

These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,

Ms. Celeski had different ways to show development in the three domains of psychomotor, cognitive, and affective. She had a lot of ways for the students to show development in psychomotor. When the students came into the gym, she had them sit down on a line on the floor and then she explained to them what they were going to do. The first thing they did was a running and walking activity. One student walked while the other ran a lap and when they reached their

SOLO indicates to the student as well as the teacher, how the student is progressing. Handling situations, based on feelings, values, motivations, and attitudes is included in the affective learning domain. Physical movement, coordination, and the use of motor-skills are primary components of the psychomotor domain. These skills develop over time with practice, the measurement is in relation to

We just got back our TBEAR on the “Eleven,” in which we had to analyze on how our responses to life’s challenges affects one’s character. I thought that we would be able to come up with our own theme then connect it to the prompt, but since the theme was assigned to us, I panicked the day of writing the TBEAR since I already had a planned TBEAR in mind. When it was time to write the TBEAR, I eventually stopped panicking then got on with the writing. To be honest, I didn’t plan out my TBEAR as well as I wanted to, with the little amount of time I had, but I had the method I wanted to use for the analysis, cause and effect. I decided to use cause and effect for the analysis since I thought that one specific event happened

When I am faced with a challenge, I usually feel excited and somewhat anxious depending on what the challenge is. If the challenge involves public speaking, I tend to see it as more of a threat. If the challenge is completing a research paper, I see it as exciting and do not feel as nervous. If I must give a presentation, my thoughts tend to go toward dread and I tell myself that I am going to panic. I believe

When it comes to learning, the majority of people have their own way of getting a specific task done. Since the day that we began learning in school, our ability to learn has developed as we advance through each grade level. In kindergarten, we were beginning to develop the necessary skills to memorize simple math and basic English. Once we started in college, however, our ability to complete long readings and assignments is expected to be ready for the college level. Some students have learned new learning strategies while others have kept to the same game plan. Much of high school is meant to prepare the student for the workload and difficulty of college courses. Some students push themselves every year to become better learners while others, tend to postpone assignments until the last minute. Each year the difficulty of the assignments given increases greatly and our ability to learn new strategies is important to the work process. Each student has a different strategy that they follow in order to complete an assignment. While some students begin assignments ahead of time and plan ahead, others do not attempt to learn new strategies and leave their work for last minute.

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

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.