Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Teachers reflection essay
Teachers reflection essay
Teachers reflection essay
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Teachers reflection essay
Introduction For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col... ... middle of paper ... ...nd understand the needs earlier. Sometimes I don’t make enough time to do this. I feel that if I took the time, researched the group and found out that if people did have learning needs within the group I could be more prepared. I do adapt things in the group but I feel that this could be improved throughout training and understanding the needs of these students and what works best for them. As mentioned above the training could help me to understand this more as I have never had to teach students in this way. Overall as an organisation we are the best in inclusive learning and we just need to keep up to date with all the new information or support that is available and carry on what we are doing already. We have good support and resources in place and just need to keep these up to date with policies and laws and have the experience people there doing that for us.
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
Disabilities can range from mental illness and other emotional challenges to physical disabilities, which are much more visible and therefore seem to be more acceptable in the general population. Through research I was able to determine that students performed better when they were engaged in learning through interactive activities and collaboration. When a student is given the opportunity to explore alone or in groups, without the confines of instruction, they spend more time learning as a result of being engaged and perform better. Furthermore, allowing students to work in groups can reduce cognitive stress. As a result of the stress at my school and the suicides that have occurred, reducing stress is extremely important. As a result of these finding, I now have more partner and group
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
As part of my teaching training it is important that I can reflect on my practice and create SMART targets to evaluate and create areas of progression for my future placements. Reflective teaching supports and enhances initial school based training and therefore, also supports the lifelong professionalism of teaching suggests Pollard
In the education workforce, special education teachers have a variety of different jobs depending on the types of students they work with because some students may require more than just an education. They need support in how to behave in class and how to function out in the “real world”, so to speak. Many special education teachers face unique problems and stresses with their jobs. Some of these may be violent outbursts from students, the student who don’t learn at a normal pace, and social awkwardness from students, which can make some group projects more challenging.
Three students from another class join me for the small group session, making a total of five. Every 20 minutes the groups rotate, allowing each student an opportunity to work on the computers and complete classwork. When my group is finished I support the special education students with completing the class work. When entering the room all students appear to know what they are doing. The class is not quiet but has a low hum as the children are all busy doing various activities. They are a friendly group and it is common to see students helping each other. All students appear comfortable and confident in the class. The teacher is soft spoken and approachable. They are aware of my position in the class and one or two students that need assistance will often move to the back table as soon as I enter in order to get help with an assignment. Others will move to the back table even though they don’t need help. They like to sit in a small group where it is easier to ask questions if one
After reading David’s story, I saw some similarities within myself. As a teenager, I often failed to complete things that I would start, often out of frustration. I never wanted to ask for extra help or an explanation given in a different manner. When I failed to understand something I would become frustrated and just not do it. I would often find myself, like David, dissatisfied with my work. I find that I over think a lot which results in creating a more difficult task then that which was set forth.
When reflection upon my lesson that I taught, I feel that I taught in a multimodal way to deepen the students understanding of the material being taught. I had never designed a meson plan for any students before especially not 5-year-old students. Therefore, I wanted to be sure that I could accurately convey the concept to the children. So, when it came to constructing my lesson, I wanted to make sure that I included auditory, visual, and tactile strategies in my lesson so I reach all the students different learning modalities.
I made it clear to my students that they had a voice and should not feel intimidated, even by their peers. I focused on building their self-esteem and confidence early enough because self-confidence was linked to everything else either in the classroom or out in the community. Notably, my students are aware that they could correct me or voice their ideas if they thought I was wrong in a teaching concept. It was surprising, but I learned a lot from that exercise, at times when I would lose insight into a concept. At such times, I picked on an idea that improved my teaching methods and the learning experience at classroom. Even when the students were working in groups, the touch was not lost, and I ensured that I gave the same attention to everyone.
The first part of my lesson was presented as a whole group direct instruction and then I dismissed the students to practice independently. The third-grade classroom is extremely small and the space for group instruction is limited. In order to get ready for
When I started this course, I was really confused about the various philosophies. But once I started reading the discussions, lectures, and textbook, it all started to make sense. I remember thinking about how this course was over my head. It started very confusing, but as the weeks went by, the course became very interesting and engaging.
In these two weeks I taught on my own. That was an interesting and exciting experience. I think the students really enjoyed my lesson, which was exciting. However, I was a little bummed out when my cooperating teacher did a very similar lesson right before I taught mine. All in all though, it was just more practice for the students and I think they are really starting to get a tighter grasp on sequencing. I was a little frustrated because I wanted to try some different attention getters during my lesson, but I have only seen my cooperating teacher use one of them so I had to keep repeating the same attention getter, which I found to be less effective. One of my partners taught this week also they did a good job. I felt that she needed to have
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.