Self-Reflection to Improve Teaching
The work of Stephen Brookfield states that critical reflection is the method to revealing the worth of teaching and critically reflective teachers "are excellent teachers who continually hone their personalized 'authentic voice' a 'pedagogic rectitude' that reveals the 'value and dignity' of the teacher's work 'because now we know what it's worth." (p.46-7) The critically reflective teacher has a goal to achieve a goal of an in-depth awareness of their teaching from as many perspectives as they can. Brookfield states there are four lenses the teacher can engage in the critical reflection process including: (1) the autobiographical; (2) the student's eyes; (3) our colleague's experiences; and (4) theoretical literature. (Brookfield, 1995 cited in: Arts Teaching & Learning Network, nd, p.1)
Nurse Educator Role in Patient-Care Facility & Two Important Actions to Ensure Growth as an Educator
The work of Hoskins and Thompson (2009) state in the work entitled "Promoting International Counseling Identity: The Role of Collaboration, Research and Training" that the creation of "meaningful and sustainable collaborative relationships is a critical component of success." (p.1) Collaboration is stated to be founded upon the establishment and maintenance of "strong professional relationships." (Hoskins and Thompson, 2009, p.1-2) Important actions that must be taken if one is to ensure their personal growth as an educator include the necessity to collaborate with other professionals and secondly to continue personal growth as an educator, the educator must ensure that they are continuously...
When it comes to "encouraging the heart" I need to be bolder and more communicative in ways that I can express my appreciation to my athletes, and thus encourage them to perform at their best level. As this strategy involves the act of recognizing "individual contributions to the success of every project" and "Celebrating team accomplishments regularly" communication is clearly key. I definitely need to be more proactive and praising
Goals and ObjectivesAccountabilityGoal: To be able to meet the needs of students while accepting constructive criticism regarding areas where I can improve my skills and knowledge.Objectives: Complete allotted number of student consultations and prepare a presentation on counseling services, while accepting new opportunities to grow and learn within both my personal and professional lives.ImpartialityGoal: To provide unbiased support to all students so that they can reach their fullest potential.Objectives: To
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business
Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing
Self-Assessment Assessment of final course project: Final self-reflective assessment for students on the process of learning The assessment instrument I will use is a combination of a checklist and a short essay section which will enable the learner to assess his or her effort and competencies over the course of the semester. The assessment will involve a Likert scale from 1 to 5 with 1 being 'not much at all' to five being
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now