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Understanding cultural differences
Prejudice in japan
Understanding cultural differences
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I value and appreciate critical feedback, as it helps a person grow. I often encourage this with my kids, and it should not become repetitious if the person who receives it acknowledges the fault. It should never be a bad thing, each should be a learning experience. I had to learn this quick when I first moved to Japan. As a double minority, I had to adjust to the stares and the "wonder looks." Why are people looking at me, was it because I was the only black woman on the bullet train, or something else. Because this was the first time, I had been thrush into a country whose primarily languages isn't English. I had to learn quick, and get over any adversity that I had. One time, my boss and I was traveling to Shinjuku, which is a popular
Using this feedback constructively, will allow me the ability to better utilize my subordinates and continue to become a stronger leader. I always want to remember, “I don’t know what I don’t know!” This feedback will help me become more aware of those things that are unknown to me. Furthermore, by becoming more self-aware and knowing my peers, subordinates, and leaders will give me the insight to know when to empower my “Airmen” or when to step into a follower role with a
I was born and raised in Vietnam, so I naturally observed my culture from my family and my previous schools. I learned most of my culture by watching and coping the ways my family do things. My family and my friends all spoke Vietnamese, so I eventually knew how to speak and understand deeply about my language as I grew up. At home, my mom cooked many Vietnamese foods, and she also taught me to cook Vietnamese food. So I became accustom Vietnamese food. I also learned that grandparents and parents in my culture are taken care of until they die. At school, I learned to address people formally and greet higher-ranking people first. In Vietnamese culture, ranking and status are not related to wealth, so they are concerned with age and education.
What is culture? Culture is the idea of what is wrong or right, the concept of what is acceptable within our society. Culture serves us as a guide, taking us to the "right way" and helping us to make sense of things that surrounds us. There are many different cultures around the world. A lot of them are similar in specific ways and others are just completely different, this difference explains why we think that people from different backgrounds are "weird".
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
Also, continually seek feedback from my preceptor has been crucial. Learning from my previous experiences, I have realized that a balance of ongoing constructive, and appreciative feedback has a very positive impact on both my learning, and confidence level. Therefore, during my first meeting with my preceptor, I discussed how important her feedback is to me, which has ensured that throughout my preceptorship I have received detailed, and timely
In Feedback as a gift, Friedrich makes some good points about how to give and receive feedback.
There is all kinds of feedback, and not all feedback is created equal. Peter Bregman writes that silence is the worst, most damaging kind of feedback. But what if there was something worse? Yes, silence can be very damaging but sometimes vagueness can be just as crippling. Nothing is worse than getting a complement or even a criticism that can not be deciphered.
Usually students don't like when I give them feedback because it is a critical aspect of their learning. But the purpose of questioning and feedback is to enhance and strengthen students learning. I usually give feedback after the assessment, it provides information about students knowledge in regard to the assessment. The questioning and feedback will give direction to students on how they accomplish the assessment, what was their strengths and weaknesses and what need to be done in order to have better results.
An example of a time when someone offered me constructive feedback was when I got back my first paper back for my honors English class last semester. At first I was relatively sad and shocked; I was not used to receiving comments that told me I needed to improve my grammar and clarity of ideas. However, I reviewed my professor's comments and I realized that I shouldn't be upset. These comments were not meant to tell me that I was a horrible writer or that I was bad at English; they were meant to help me improve as a writer so that I may better be able to express my ideas in the future. At the end of it, I learned that it's important to always keep open to constructive feedback, regardless of much experience or talent you have in a subject,
Brookfield (1995) points out that through personal self-reflection we become aware of our assumptions and reasonings for how we work or why we do things (p.29) During practicum, an important routine involved quietly reflecting on my lessons and recording unadulterated points before actively seeking out partner teacher feedback. Interestingly, Özek et al (2012) highlight that feedback, while extremely useful, can have a built-in bias and may not deliver guidance for all facets of practice. (p .72) Consequently, I understand this to mean that merely seeking out feedback without personal reflection result in rejecting or adopting a peer’s feedback without understanding why it was suggested. Overall, I believe fostering effective relationships and engaging in career long learning produce powerful feedback loops through which remaining competencies are strengthened. For example, invoking indicators of fostering relationships and career-long learning, such as including evidence-based research and creating welcoming learning environments, professional bodies of knowledge are further developed through multiple lenses highlighting potential strengths and areas of
How you deliver feedback is as important as how you accept it, because it can be experienced in a very negative way. To be effective you must be tuned in, sensitive, and honest when giving feedback. Just as there are positive and negative approaches to accepting feedback, so too are there ineffective and effective ways to give it.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
According to University of Reading (2012), “Feedback can improve a student's confidence, self-awareness and enthusiasm for learning.” Feedback is important because it helps student understand their progress whilst achieving goals. Goal can be anything for instance to pass with good grades, to learn and understand the topic etc. Feedback helps to identify your strengths and weaknesses. For example, imagine yourself learning to play basketball, you have a coach who is guiding you and providing constant feedback on your progress versus you teaching yourself; big difference in terms of monitoring and feedback isn't it?
Feedback is one form of assessment that teachers think will take long, however, if given orally to the students it allows them to correct what they are misunderstanding or doing wrong. Most teachers feel that feedback is meant to be written down but it is not necessary to do so. Oral feedback as well as written feedback can be very effective and beneficial for a student if done correctly. According to Leahy et al (2005), “To be effective, feedback needs to cause thinking. Grades don 't do that. Scores don 't do that. And comments like “Good job” don 't do that either. What does cause thinking is a comment that addresses what the student needs to do to improve…” (p. 22). I felt that this quote was very fitting to what I did in the classroom while walking around and checking up on the students. Instead of saying “good job” or “looks good,” I found myself watching bits and pieces of several
In verbal communication, feedback is important because it gives a better understanding of the message that was being encoded. In other words, if a professor asks you a question during the lecture and you respond with, “I don’t know,” or you do not respond at all, then the professor can only assume that you were not paying attention during class, or you do not understand the question—giving feedback, that maybe the professor needs to repeat the question, or phrase it in a way that you do understand. The issue occurred because the message was not conveyed properly, or you did not decode the message