I presented my setting to the peers at University and was pleased with the comments they made in regards to being a positive and enabling environment. After their presentations, I have realised how different settings are and yet how similar is the process of developing a positive environment that was visible in all presentations. We discussed various ideas and practices which we will implement in our own settings. It is not always easy to change practice in the setting that is already functioning to children’s, parents’ and management’s satisfaction, however, there is always room for improvement and listening to experiences of others encourages me to try it too. The work-based modules are beneficial for me and although I have learnt about methods that have been already present in my setting, I have realised why they are important and how to apply them...
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... and thinking about various tasks I complete during the day more than I have done in the past. I have learnt not to jump to conclusions quickly but look at different aspects and reasons first. I also feel more confident when suggesting new practice to my colleagues and I believe that I slowly gain their respect in this area. I have realised how much I have changed as a practitioner when Ofsted visited our setting. I have always been anxious when talking to inspectors, however, this time I was calm and proud to present my practice in the way I perform it. I believe that the knowledge I have gained since attending University has made me more confident as I know that what I do is proven to contribute to children’s development. “Practitioners who feel confident and competent have a more positive approach to teaching and learning.” (Blandford and Knowles 2009: p.142).
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