Reflective Evaluation on ‘Preparing to Teach’
“When teachers possess the wisdom and resilience to adopt a reflective and objective view of their own practice, they also have the vital ingredients for enhancing their classroom practice.’’ (Jones et al. 2006: 45).
The learning gained over the module has been invaluable to my teaching practice, making me more effective, improving and developing my performance aiding CPD and PDP, recognising weakness and strengths, and assisting me in learning through self reflection and action. (Jones et al. 2006: i). The first phase of the module was a purposeful introduction to the context of the teacher in the teaching environment. Through learning about the role and responsibilities of the teacher, knowing your learner, and diagnostic assessment. The mini teaches were useful for sharing best practice and the educational theory was invaluable for acting as the bridge between practice and academic learning. (Kaufman, 2003). It also acted as a performance review to develop our performance as teachers. (Jones et al. 2006: 75).
It has been useful to formalise ideas on the environment of teaching, with learning about the roles and responsibilities of the teacher and knowing my learner in the first part of the module. It was important to make me focus on the legal aspects and obligations of teaching setting the backdrop of the framework under which I would be working.
The second part of the module dealt with practice, theory and technique.
In the practice element in the mini teaches and observations I learnt much about sharing good practice, with my colleagues teaching techniques good and bad, and their teaching styles that I have been able to adopt within my teaching. I realised many weaknesses and some strengths that I needed to build on and develop. It really helped me to video myself as how we present ourselves is very important in all types of work and when undertaking the role of a teacher it requires a particular type of role play. To fine tune this using
The learning gained over the module has been invaluable to my teaching practice, making me more effective, improving and developing my performance aiding CPD and PDP, recognising weakness and strengths, and assisting me in learning through self reflection and action. (Jones et al. 2006: i). The first phase of the module was a purposeful introduction to the context of the teacher in the teaching environment. Through learning about the role and responsibilities of the teacher, knowing your learner, and diagnostic assessment. The mini teaches were useful for sharing best practice and the educational theory was invaluable for acting as the bridge between practice and academic learning. (Kaufman, 2003). It also acted as a performance review to develop our performance as teachers. (Jones et al. 2006: 75).
It has been useful to formalise ideas on the environment of teaching, with learning about the roles and responsibilities of the teacher and knowing my learner in the first part of the module. It was important to make me focus on the legal aspects and obligations of teaching setting the backdrop of the framework under which I would be working.
The second part of the module dealt with practice, theory and technique.
In the practice element in the mini teaches and observations I learnt much about sharing good practice, with my colleagues teaching techniques good and bad, and their teaching styles that I have been able to adopt within my teaching. I realised many weaknesses and some strengths that I needed to build on and develop. It really helped me to video myself as how we present ourselves is very important in all types of work and when undertaking the role of a teacher it requires a particular type of role play. To fine tune this using