REFLECTIVE ESSAY ON LEARNING AND TEACHING IN HIGHER EDUCATION (HE) ED401 (2013) UNIVERSITY OF THE SOUTH PACIFIC [USP, FIJI ISLANDS LEARNING AND TEACHING IN.
Reflection Students Can Improve by Studying their Learning Processes Before I started my student-teaching at the UBHS, I listed down some of my observations with the Grade 8 students like their strengths and weaknesses. This is why I formulated my goals and objectives that I need to achieve in order to address these concerns when I will be teaching them. Most of the students are actively participating but there are times that they are too active to handle. When they get bored during the discussion, they start talking creating nuisance and distraction on the teacher’s part. On the other hand, most of them also are expressive into sharing their feelings and experiences to the class. When I ask them what they felt unto a certain experience, they can describe this in details. But when I tell them to write it as an essay or in few paragraphs, they are unable to do so. Moreover, I also observed that students keep making the same error during Science classes especially in the problem-solving activities.
This article proposes a framework for developing as a critically reflective teacher. The author highlights the importance of personal beliefs and experiences which contribute to critical reflection as the distinguishing attribute of reflective practitioners. The term ‘self reflection’ as developed here, merges beliefs and values creating state of the art theories of learning via conscious consideration. The consequences of teaching practice, with self-reflection on the methodological constraints of teaching context are presented with some examples of teaching practices. Assumptions about human potential and learning, which challenge language learners, are briefly discussed in terms of the application of the model of communication with those learning. As a final action to be taken approaching teaching as a reflective practitioner by self-generating humanistic approaches are recommended in order to infuse values into a professional identity, resulting in developing a deliberate code of conduct In the final analysis, it is suggested that to approach teaching as a reflective practitioner, a self generating humanistic approach should be taken. This emphasizes personal values being integrated into one's professional identity, which in turn will produce a personal code of contact
She decided to use mirrors to teach the reflective process. Each student had one. As the students gazed at their own reflections, she asked this question: "What can you think about while looking in the mirror at your own reflection?" As they answered, she categorized each response:
Student Teaching Reflection Essay - 341 Words
We would argue, against both these uses of Boyer's term, that the scholarship of teaching really refers to the kind of thoughtful, self-aware teaching which results in the reflective essay. To practice the scholarship of teaching is to think carefully about your objectives, to allow your practice to flow organically from those objectives, and to constantly rethink and revise both objectives and practices through continuous self-evaluation. It requires neither proselytizing for your teaching tips, nor slogging through endless mounds of research--though it may partake, to a degree, in each of these activities.
Final Reflective Essay on Teaching and Learning - …
What can reflection do for me as a teacher?
Reflective practice has the potential to make you uncomfortable: You’re going to be looking at some areas that need growth and, in other instances, identifying strengths, which may feel a little boastful. Reflection may be both formal (such as required by regular conferences in which teachers discuss their instructional practices) or informal (such as driving home from school and thinking about the day’s lessons and student learning); in both instances, there is a growing body of evidence that teacher reflection results in improved teacher quality.
Midterm Reflection-Student Teaching;
Reflection may be prescribed, such as a required meeting for a pre-service or early career teacher with an experienced teacher. Such reflection tends to be focused on aspects related to the first three bullets above. Systematic reflection, such as the intense process that candidates for certification from the National Board for Professional Teaching Standards engage in as part of their application, is a more comprehensive form of professional development and enhanced awareness.