After the engaged combat experiences of both the battle of Molino del Ray and Chapultepec, of which ended both in significant triumphs ascribed to America, Ulysses S. Grant spent time in meaningful reflection assessing the experiences in which he ascertained from these two distinct conflicts and his holistic Mexican War experiences. Grant’s concluding learned experiences were that these two war conflicts should have never been engaged by American forces and could have been championed utilizing an alternative battle strategy in which the Mexican soldiers would be outflanked an approach of which would have forced them to relinquish their military positions ending in a more peaceful American victory. The ultimate learning outcome that Grant obtained from these overall experiences is that there is an imperative lesson gained from quality reflective study (Kaltman, 1998). This ability to function as a reflective practitioner is what allowed Ulysses S. Grant to serve successfully within leadership opportunities such as the United States Army and later as the President of the United States of America. It is when the individual learns the discipline of reflecting and even more applies this practice of reflection towards one’s own life that they truly begin to mature and develop both personally and professionally.
Within this assignment, the objective dynamic is two-fold. The first objective is for the writer to give a personal definitive explanation of reflective practice, diagnose the strengths and weaknesses of the writer’s reflective practice, share the reflective practice strategies that has be utilized to evaluate teaching, explain several new reflective practice techniques from t...
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Jay, J. K., & Johnson, K. L. (2002). Capturing compexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Kaltman, A. (1998). Cigars, whiskey & winning: Leadership lessons from Ulysses S. Grant. New York: Prentice Hall Press.
Santrock, J. W. (2006). Life-span development (10th ed.). New York: McGraw-Hill.
York-Barr, Sommers., William A., Ghere., Gail S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press.
Yount, W. R. (1996). Created to learn: A Christian teacher's introduction to educational psychology. Nashville, Tennessee: Broadman & Holman Publishers.
Yount, W. R. (1998). Called to teach. Nashville, Tennessee: Broadman & Holman Publishers.
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