'Reflective Practice in Teaching\r'

' brooding Practice in the linguistic stage effectuateting of ped pastgics ESOL Reflective work engages practiti singlers in a continuous beat pass of ego-observation and self-evaluation in inst in each(prenominal) to sympathise their birth transactions and the reactions they prompt in themselves and in use upers (Brookfield, 1995; Thiel, 1999). Reflective drill is considered as an evolving concept which views give instructioning as â€Å"an dynamic process of reviewing an experience of rehearse in request to describe, analyse, evaluate and so avouch acquisition close to practice. (Reid, B 1993 cited in Garfat, T. 2005). In my opinion, implementing debateive practice envision of attack to sea captain festering in ordain to expand our knowledge is a argufy. This ch in wholeenge involves instructor’s expertness to â€Å" deliberate on his or her practice” in order to â€Å"bring ab issue switch and improvement”, e crackicular(a)l y in the ESOL context that is re payed by variety of learner groups, curricula, available resources, and measuring stick and type of instructor preparation (Schellekens, 2007, p. 199).\r\nTo me, nowadays, instruct scholars to meet their requirements does non only involve the effective and passe-part come forward use of methodology, rearing and concept alone. I think that it is all about the ability of integrating two theory and practice with highly exploratory process of musing practice. I consider reflective practice as a reflective master copy victimization tool, which I treat however as a exclusive(prenominal) low-tech elbow room of incorporating reflective practice in daily classroom pedagonegics in order to prevail my class more(prenominal) than effective.\r\nDeveloping own reflective or fine thinking skills should engage sundry(a) aspects of article of belief, such as preparation process, receiving feed keister rebound the learners, self-evaluation pr ocess, feedback or criticism from the colleagues, statistical data, teacher’s diary, training/development and own teach experience.\r\nAccording to The name for breeding’s indemnity showment on professional person formation, reflective practice is a professional requirement to show observation on the impact of professional development ( womb-to-tomb schooling UK, 2007). The Institute’s online modify breeding space, REfLECT, requires teachers to submit variety of person reflective practice try that complicates: * self evaluation †an individual psycho abstract of the applicator’s acquirement call for and goals for the adjoining 12 months, * professional development readiness †n individualised knowledge design detailing the actions the appli goatt go away pull in ones horns to address the needs and goals identified with with(predicate) self assessment, * reflective practice †aspect on the impact of professional develop ment on the appli hindquarterst’s teaching practice, the benefit to learners and wider communities of practice: could include, or be a mix of, a personal reflection on the impact of CPD, confederate review, learner observations, observation of teaching and learning, cooperative working, and so forth (IfL, 2008)\r\nThe frameworks of reflection, which I hurt chosen to mention in this paper, promote aspect at what has been learned and planning how those lessons can be applied if same experiences re-occur. The ii feigns of reflective practice in the context of teaching atomic number 18: Brokfield’s model of quadruple reflective â€Å"lenses” and The Reflective round of drinks by Gibbs (1988). 1. Brookfield’s model of four faultfindingly reflective lenses In his â€Å"model of four critically reflective lenses”, Brookfield (1995) suggests that we should make use of the four â€Å"critical lenses” finished which to view and reflect u pon our teaching practice, and he suggests the following: 1. ur own view (which he refers to as autobiography); 2. that of our savants; 3. that of our fellow professionals; 4. and the various hypothetic perspectives propounded in educational literature. Brookfield treats teacher’s personal experience as the almost important insight into teaching to which teachers form access, and this personal experience should fuse both: considerations of classroom and lesson management as well(p)(p) as whether or not the learning experience was a profitable one for the students.\r\nBy talking to colleagues about what happened in the classroom, not only whitethorn we att intercept solutions to problems but to a fault sh ar and stretch our teaching experience. (Brookfield, 1995; p. 31-36). 2. The Reflective Cycle by Gibbs (1988) Gibbs Reflective Cycle (1988) encourages a tidy description of the locating, analysis of feelings, evaluation of the experience, and analysis to make sens e of the experience to adjudicate what you would do if the situation arose again. This straight send on and in that respectfrom useful cycle appeals to me in several(prenominal) aspects. An incident is identified and thought about to provide a description of what happened.\r\nThe snatch aspects of the situation †the emotional dimension †ar mattern into account and reflected upon. This has to be through because if I can stand back from what happened and identify how I felt consequently those feelings can be evaluated. In the send of reflection I could hitch how possibly extremes of emotion affected my outlook and olibanum actions. Was there anything dogmatic that could be carried forward into the future or negative that needs to be addressed? Is it possible to run into the cause of these positive and negative aspects that I might examine later?\r\nThis analysis frees me to break down the incident into little parts that made up the situation. The indecision I ask myself is: What were the government issues, key factors and influences and how did they combine to bring about the incident? at one time I let this deeper understanding haggard from all the nurture I oblige about the situation I can try to work out what else could substantiate been done at the time. Having concluded what, upon reflection, would have been the way to address the situation I can produce an action plan for the next time the same situation arises.\r\nBy applying this reflective practice cycle to similar situations the outcome should be steady, graduated improvement, associated with stimulating personal and professional growth, and climax the gap between theory and practice. rendering My reflection below describes a critical incident involving my 17 year old, ledger entry 1 ESOL student from Somalia with undifferentiated circumspection shortage Disorder ( number). In undifferentiated ADD, the primary and most significant trace is inattentiveness but hy peractivity is not present. The student manifests problems with organization and distractibility, even though he may seem quite and passive.\r\nThe symptoms I noticed in the classroom milieu included: * a short financial aid span, * occasionally impulsive behaviour, * difficulty seance still, * a tendency to express the unconventional answer, * inconsistent levels of task-attentiveness, * a tendency to seem forgetful as the consequence of brusk access to actually well-stored information, * inconsistent levels of task-completeness, lots losing things necessary for tasks * an appearance of macrocosm forgetful, when in fact the information was neer in truth received or processed, * compromised better(p)owmarization/paraphrasing competencies.\r\nFEELINGS I have found myself wondering whether this student might have a learning disability about deuce-ace months ago as I noticed that his learning issue, ADD, is impeding his progress in English. At times I was also fairly frus trated with the students’ classroom behaviour and overleap of his academic progress. I was advised to tax return a â€Å"wait and see” apostrophize to this case. I fixed that there mustiness be a better way of handling these exceptional students.\r\nIn order to help me understand the complexity of the issue I decided to do large explore on students with ADD and minimal brain dysfunction and how to tackle the issues in class, as well as how to help my student come through in ESOL. EVALUATION After careful evaluation why my student may advance through his ESOL studies at a slower rate than their peers and having done a detailed â€Å"tick-off” evaluation sheet of all of the symptoms I noticed during lessons, I decided to explore future solutions to this problem.\r\nExtensive research about students with ADD and ADHD helped me understand the complexity of the issue and how to tackle the issues in class. It really motivated me to find out how to help my s tudent achieve in ESOL. ANALYSIS During my reflections after each lesson and reflective analysis of the student’s action during lessons, I thought it was essential to put out his spare needs before he could get into disciplinary trouble, lose all self-esteem, or drop out of school. I realised that a â€Å"wait and see” approach is this case was not a way to go.\r\nInstead, I should act unfaltering and refer this student to be professionally assessed by the Educational Psychologist and organise a Study Support Assistant. In conclusion, I became conscious of the fact that having a special education aide in the ESOL classroom, cross-training of special education and ESOL teachers, and devising resources on this offspring (literature and trained staff) more available, would be of great help in recognising such learning difficulties and transaction with them on regular day-to-day basis of ESOL teaching. CONCLUSION\r\nOn the positive side, this reflective practice raise d my awareness of the numerous reasons some ESOL students may notify through inappropriate behaviour and/or limited language learning progress. I have learnt and I bequeath hold out to succeed such students, incorporating teaching strategies for teaching students with learning disabilities in the classroom, analyse teaching and learning process to help them, make adjustments in delivery of the language when dealing with students with ADD/ADHD, and promptly refer students that present truly special education needs.\r\nOn a slightly negative side, the front teacher did not identify the student’s problems early enough or did not have enough evidence to justify my student’s ADD/ADHD as a dominance threat to his achievement in ESOL class. I started teaching this student about three months ago but it was only a month and a half ago when I started applying various strategies to meet his individual learning needs to help him victor in ESOL despite his ADHD, such as: st udent monitoring, self management, discipline, and encouragement.\r\nIn more detail, I provided supervision and discipline through enforcing classroom rules consistently, encouraging him to positive self-talk, attempt to be very patient with him, avoiding all distracting stimuli and transitions, physical relocation, changes in schedule, and disruptions, developing an extended individual learning program, simplifying instructions, giving unneeded time for certain tasks. I strongly believe that his learning difficulties should ave been identified much earlier and appropriate strategies put in place at the beginning of the course. process PLAN Next year, I am planning to apply the background information obtained by this reflective practice in the new group of ESOL young learners and to communicate it to my colleagues. I will also connect with a special education professional who will be happy to observe my ESOL students next year and to provide service with strategies to use in my classroom, if the students with learning difficulties are going to be identified.\r\nI will also research some literature resources to educate myself more about lieu procedures for students with special education needs, practical exercise strategies for ESOL students with learning disabilities, and teaching teens with ADD and ADHD. As the most immediate action plan, I shall incorporate special denotation and compose strategies for the student with ADD/ADHD. These may include the following strategies.\r\nHowever, the student will be required to give me feedbacks which of them works scoop out for him, and these include: * Using â€Å"previewing” strategies by being aware of the following edition problems: 1. Reversals when reading (i. e. , â€Å"was” for â€Å"saw”, â€Å"on” for â€Å"no”, etc. ) 2. Reversals when writing (b for d, p for q, etc. ) 3. replenishment of letters and numbers (12 for 21, etc. ) 4.\r\n exit of place when reading , line to line and joint to word * Shortening or lengthen the amount of required reading * For all assignments, clearly identifying expectations in writing * making required book lists available foregoing to the first day of class to allow students to begin their reading early or to have texts put on taping * Encouraging the use of books-on-tape to support students reading assignments * Providing students with chapter outlines, or handouts, that highlight key points in their readings * Having students make a chart similar to the one below of their strengths and challenges so that they, as well as I, can learn from their perceptions of how well they read, write, remember, listen, speak, attend and get ideas out. Skills| Strengths| Challenges| Comments| adaptation| | | | Writing| | | | Memory| | | | Listening| | | | mouth| | | | Attention| | | | Getting Ideas Out| | | | To sum up, reflective practice is perhaps best understood as an approach which promotes main(a) learning that aims to develop students’ understanding and critical thinking skills.\r\nIt also helps students to understand that learning is individual. It is an act of being able to reflect on our strengths, weaknesses and areas for development. It is also an emotional retort that complements our knowledge and what we understand about a subject, and which enables us to act in a situation. Personally, I strongly agree that the richness of reflecting on what we are doing, as part of the learning process, is one of the defining characteristics of teaching professional practice. References * Brookfield, S. (1995) Becoming a critically Reflective Teacher. San Francisco: Jossey Bass * The Excellence introduction http://excellencegateway. org. k/tlp/cpd/assets skills_life_basic_key. rtf (accessed 13/05/2011) * Gibbs, G. (1988) reading by Doing: A draw off to Teaching and information Methods. Oxford: Further Education Unit, Oxford Polytechnic. * The Institute for acquirement http://www. If L. ac. uk/__data/assets/pdf_file/0014/4640/ lordFormationStatement. pdf (Accessed 13/5/11) * Lifelong Learning UK, 2007, New pro Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector. http://www. lluk. org/documents/professional_standards_for_itts_020107. pdf (Accessed 05/5/2011) * Reflection Models http://www. brainboxx. co. uk/a3_aspects/pages/ReflectionModels. tm (Accessed 16/05/2011) * Root, C. †A Guide to Learning Disabilities for the ESL Classroom Practitioner http://www. cc. kyoto-su. ac. jp/information/tesl-ej/ej01/a. 4. hypertext mark-up language (Accessed 16/05/2011) * Schellekens, P. 2007. The Oxford ESOL Handbook. Oxford: Oxford University Press. * Strategies For Teaching Students with Attention Deficit Disorder (AD/HD) http://www. as. wvu. edu/~scidis/add. html#sect0 (Accessed 16/05/2011) Professional Values and moral philosophy Values are enduring beliefs, both hard-wired (meaning acquired genetically) and shaped by cultural context, about preferred â€Å"end states” (Urbany, Reynolds, & Phillips, 2008, p. 75).\r\nAccording to Merriam-Webster Online Dictionary (2009), honorable motive is discipline dealing with good and sin and with clean duty or moral principles and practice. Professional ethics and value guide the decision-making process of all companies and organizations. Most tradees and organizations state their values and ethics in their missionary post statement and in their code of ethics. The professional ethics and values of a business or organization will set the tone of how they submit their operations, how they move with customers and how employees interact with each other. Sources of Professional Values and morals The three groups include the Council on ethical and Judicial Affairs (CEJA), Ethics choice Center and the Institute for Ethics.\r\nThe CEJA develops ethics policy for the American Medical stand by preparing reports that analyze and addresses ethical issues (AMA, 2009). The Ethics pick Center develops practical solutions for physicians who are confronted with ethical challenges and provides continuing education and outreach programs for medical students, practicing physicians, and residents. The Institute for Ethics is an academic research and training center on ethics in health care. The Institute covers issues such as, professionalism, health information policy and health grooming (AMA, 2009). Association of American Educators (AAE) The ethical suffer toward students outlines how teachers should interact and communicate with their students. This principle states that teachers hould take accountability to ensure that students learn qualities that will help them evaluate the consequences of and accept the obligation for their actions and choices. The second principle, ethical conduct toward practice and performance instructs teachers on assuming responsibility and accountability for their performance and maintaining the dignity of their professi on. honest conduct toward practice and performance also covers official policies and laws. The third principle, ethical conduct toward professional colleagues discusses issues such as confidentiality among colleagues, and making false accusations about colleagues or the school system.\r\nThe final principle, ethical conduct toward parents and connection includes issues such as, effectively communicating with parents, respecting the values and traditions of the diverse cultures, and manifesting a positive and vigorous role in school/communities. reality Relations Society of America (PRSA) How Ethics and Values Affect Success Professional ethics and values can have both positive and negative affects on a business’ or organizations’ success, â€Å"Values, whether neutral, faultless or not so virtuous, calculate our decision making” (Urbany, Reynolds, & Phillips, 2008, p. 76). many a(prenominal) companies have made millions using wrong strategies, while o thers have been destroyed by them. For example, several banks were lending money to individuals who they knew could never pay back the entire amount owed as a result most of the banks went bankrupt.\r\nHowever, Fannie Mae and Freddie Mac, the biggest offender in this situation was bailed out by the government with a slapdash on the wrist. On the other hand, there are several companies that pride themselves in choosing to make the tough ethical decisions. For example, companies that commend millions of dollars worth of products to ensure their customers safety, or companies that hold to ply in the United States although they could operate at a lower equal outside of the United States. Conclusion {text:bookmark-start} {text:bookmark-end} References American Medical Association (AMA). (2009). American Medical Association. Retrieved from www. ama-assn. org Association of American Educators (AAE). (2009). Association of American Educators. Retrieved from\r\n'