Reflection on teaching practice The reflection on teaching practice is the final assignment of UTP-ft. In this reflection, I will reflect on my progress and the feedback I received during the practice. I will also focus on some goals for my future development of skills to enhance my teaching for imparting quality learning. Making a video of my teaching and analysing it was a new experience for me. Though I was not comfortable with the practice I see some merit in it. In fact, I have been thinking
The Stoic in Me: (A description of my three favorite parts of Marcus Aurelius’ Meditations) Marcus Aurelius was a Roman Emperor who lived in the years 121-180 AD. He lived a remarkable life for the amount of temptations offered him. After losing his father at an extremely young age he was raised by his grandfather and his mother, and a series of teachers they brought in to give him and education. Marcus lived a virtuous life regardless of punishment or reward. We are given and insight into this brilliant
to the incorrect knight’s tomb. Here, Silas and Rème come to the church and injures Teabing. After doing research, they find that they must be heading towards Sir Issac Newton’s tomb. Silas was later murdered by the Teacher during a meeting. When they arrive at Newton’s tomb, the Teacher is puzzled by the cryptex message and tells Sophie and Langdon that Teabing is with him and to meet him in the garden. When they arrive the door shuts and Teabing has them at
in their teachers to be reflective and to accomplish and make enquiries professionally. Those teachers who have the capacity to engage with the complexities of the education system will be the key to shaping and leading educational changes (Donaldson, 2011). According to Price (2004) the purpose of the reflection is to understand one’s motive , perceptions, attitudes, values and feelings. I was overwhelmed by the aims of the research study and the research study was meaningful to me as my it
constructive criticism is an essential tool. My personal reflection paper received a lot of positive feedback; however, it also received feedback that lets me know what I vigorously need to work on. I also realized that I have grown, even just slightly, from the first preliminary paper in which I first evaluated myself. From reviewing my critiqued reflection paper, the weaknesses and strengths I possess have been more accentuated for me to evaluate and revise more competently. When I began
the structures and culture of the educational environment does not require, support or expect that teachers collaborate. Teachers regularly work in isolation and rather be left alone than collaborate with their colleagues. Teachers often believe that they must forego autonomy in lieu of collaboration. However, DuFour maintains that in an organized and supportive collaborative environment, teachers can continue to have individuality in their classroom in order to meet the needs of their students
do you see yourself? They say the way that you see others is a reflection of yourself. Since your culture represents a major amount of your identity, doesn’t that mean the way you see others is a reflection of your culture? In the text, “By Any Other Name”, two Indian girls were looked down upon by others who thought they were inferior based on their culture. In the letter, “An Indian Father’s Plea”, a father informs his son’s teacher that his son is not slow just because he is culturally different
How do teachers attempt to control the way you understand the world? Paulo Freire, author of “The ‘Banking’ Concept of Education”, declares that “Narration (with the teacher as the narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into ‘containers,’ into ‘receptacles’ to be ‘filled’ by the teacher” (216). Freire’s statement implies that teaching utilizing the banking concept shifts the role of students as learners to robots who receive data and execute
holes and lace their shoe for “The Old Woman In The Shoe.” This week for professional development, we had a staff meeting. The meeting was over module 3: Cognitive Rigor. Cognitive rigor is a level of thinking students should be at with deep reflection and a critical aspect of aligning learning objectives with assessment tasks.
social situations were very challenging aspects for me. Many times during free time I would find myself drawing or doodling. I would not use this as a way of communicating, but rather as a way of relief or escape. I knew exactly how Marianthe felt when the children would tease her and make her feel lonely as they paired up in groups. All too many times I would react like Marianthe by just looking and learning. In addition, my mother would remind me to keep on smiling and show the sparkle in my eyes