I am 25 years old, dad of a 5 calendar year old boy working as an LSA this last two (2) years. Presently I am also going to University for the very first time, where I am following a diploma in Facilitating Inclusive Education. My last college experience was whenever i was 18 where there I finished 6th form and started working. There I got a move in Biology advanced, a go away in intermediate level in Maltese, Physics, Religious beliefs and Systems of knowledge but didn't move in Chemistry advanced which I didn't like much. After that on I began working with my buddy and refrained from doing resists also anticipated to financial and personal problems.
Momentarily I am working as an LSA in Thomas More Males secondary institution, the same college I were only available in on October 2008. Until now I always recognized students with learning complications and challenging behavior. Working as an LSA full loaded my aspiration, which is of teaching although much less I actually wished, but I can say that I am very happy with my job.
I consider myself as enthusiastic about many aspects of life and consider standard knowledge as very important for me. The main aspects which choose most of my passions are local and foreign media, supernatural aspects, knowledge and local feasts. Actually I am engaged a lot in my local community feast especially in 'Ghaqda Armar Santa Marija'.
I wanted to follow this program since in many events I thought helpless in my own work about how precisely should I take on students, problems that may arise from time to time and to understand better student's needs and behavior. This will surely help me to be of better service to the students and at exactly the same time enjoy more my work, heading home more relaxed with less tensed credited to problems at the job.
Theory and practice: the relationship
Many times we think that theory is not important. Aren't good sense statements enough to produce a good practitioner? Today we've a devaluation of diplomas. There can be an idea that working with children does not involve much work! Yet with the life span of children one cannot manage any problems.
Praise is way better then blame
Don't expect those to sit for too long
When they get restless give them something to do.
Test them rather at regular intervals
Give them feedback as soon as possible
Spare the rod and ruin the child
Open the windows
Never flip your backside on them
Start though and you will manage to relax
Some issues with theory
Feel frustrated when lecturers, brain teachers and other people who are no more professionals offer unworkable advice.
Accuse lecturers that it's all right theoretically but not so excellent used.
A whole lot of newspaper work which contributes to know where used also creates issue between theory and practice.
Sometimes theory is insufficient and not designed for local samples.
Theory can be deceptive and presented within an unacceptable utopia
Even though theory appears good it can be that in a specific context such theories wouldn't normally work.
Theories are generalizations about practice.
A group of rules presented in a certain generality or with disregard of a specific circumstance is named a theory. . . the specialist must exercise his judgement to choose whether a case falls under the overall role (Kant).
Theories need to be applied with discrimination to a specific situation.
There can never be a one to one correspondence between theory and practice.
Educational theories have to be applied by professionals in an active, thoughtful critical and creative way.
Teacher should be reflective practitioners i. e. a specialist in a sensible situation.
Through continuous reflection on practice teachers develop their own practice - related theory.
Use theory in an smart way. Create own theory that is a result of what happened in category and what you know from theory - be adaptable.
The reflective teacher
Teachers who mirror out of their own untutored perspective may neglect to see, understand and take action upon complicated situations like the classroom. They fail to have alternative solutions to educational problem.
An intelligent well informed critical reflection on practice can only just be the results of a person who knows academics educational theory.
Reflective thinking can be an analysis of what goes on in a classroom and circumstances. The task of educating requires constant school room observation, evaluation, and action which is insufficient to just identify what goes on in your class room. Rather it is rather important to comprehend the how's, why's and what if's as well. To comprehend that one must represent and practice representation regularly.
Reflective thinking is a discovered process that takes time. More often than not still left in anyone's day to think about previous situations and design creative problem-solving strategies is not a lot of. But also for a teacher or an L. S. A to achieve greater results, time for representation should be considered a very important job and ongoing practice. The following are types of activities that aid in reflection and may be used after a school day.
Reflective Journal: It really is an activity of saving and studying circumstances in the way they happened. It's rather a useful strategy to assist in reflective thinking down the road.
Competency Level: Think about the goals in teaching occur the performance expectations of your job. Check on the areas brought up and on which range you are doing. Identify the factors that inhibit you from accomplishing better and think about what would be most helpful for better undertaking.
Action Research: Look at a problem area in achieving your IEP goals such as student's determination. Make more observations and research to find out about the problem and exactly how to act upon it. Utilize this data to help expand think about the situation, function and reevaluate.
Written Self-Evaluation: Do it yourself evaluation is vital in looking into the negative and positive things one performed during his day/week. Although some may think that an oral one can do, a written an example may be by far far better since it requires the given individual to stop and think about aspects occurred during the day.
Problem Handling Process: The next six step process can be used for just about any eventual problem both in class or even some other problem that one can face. It is intended to assist in problem solving and reflective thinking. This will help you on how to have an action for your problem.
Identify the problem
Generate possible solutions
Evaluate the solutions
Design an action plan
Implement the plan
Evaluate the results
Identify a Theory Think about daily practice. . . do the theory work and was it useful?
Social learning theory (Albert Bandura)
Albert Bandura believed that people learn from each other by watching, observing and imitating the behavior of others. Matching to Bandura both positive and negative behaviours can be learnt. Learning occurs when there is a relatively change in behavior. First the observer is reinforced with a model then there is the imitated behaviour. Students are also sometimes reinforced by third individuals such as their course peers. Regarding the kids I use I use communal learning theory rather than prompting these to do things. I encourage other students to stand up and take out books before the teacher will come in. Also during responsibilities I support other students in class and make it a point that the students I support take notice of others working. In other occasions I fast my students by demonstrating them that other students are all working or that one behavior is not done by others. My main aim behind such actions is in order not to aggravate my students with frequent prompting and to show them what is expected from them and what is said to be done without making them anxious. Nowadays I can notice that the frequency where they follow others is increasing.
Also students are extremely influenced by men and women in class and showing accurate behaviour is very necessarily in giving a good example and being truly a good model to the students.
Reflection: the tossing back by the body or surface of light, warmth or sound without absorbing it: Reflected light. Representation is a detection and modification of error.
Practice: Software or use of an idea.
Reflective Practice: An approach that enables experts to understand the way they use their knowledge in practical situations, that they incorporate action and learning in a far more effective way.
Reflection in Action (RIA)
Reflect at the moment you do something.
Reflect suddenly when you are doing something.
Reflection on Action (ROA)
Reflect and examine after you do something.
Once you think about the results achieved planning can be upgraded.
Lesson planning predicated on an overall program of work and aims.
Implementation of goals through coaching and activities.
Reflection on every stage.
Reflection includes earlier, present and future. It consists of: What occurred? Why achieved it happen? What went wrong? What you can do? What is important learning? What's interesting learning? Where there any distractions?
Thinking requires deliberation, making options, degrees of thinking, metacognition, investigation. Thinking takes time. We have to give time.
Questioning- Relevant questions - irrelevant questions - Wide-ranging Questions.
What if? I question why? Can it be that?
Detailed Questions example: What must i did? What can I do the next time? Why did I react that way? What have I discovered?
Resolve the discord, allow for different viewpoints, seek other perspectives, consider your teaching and exactly how students learn, consider advantages and weaknesses, Identify ways to boost, formulate an idea of subsequent actions.
It takes time to reflect on your durability and weaknesses and the viewpoints of others.
NMC (National Minimum Curriculum)
In 1995, tomorrow's school document was published and it sorts the base of the NMC.
In 1999 the NMC was published. The NMC is a doc that state governments what education should there maintain classes. The NMC is binding for many universities in Malta including chapel, status and private colleges and it defines which areas to instruct.
The idea of the NMC is to provide importance on the learner rather than on the subject but that is still issues in Malta.
It is a reflective thinker about what is going on around you. This curriculum is supposed to develop citizens who are impartial, creative and critical thinkers. Questioning is very important for critical thinking.
The previous children receive the opportunity to be critical the better.
Until now the theory is that until university or college only socialisation takes place and critical thinking is absent from our classes. Critics say that in university or college for critical thinking to occur is too later in your day.
Estabilishing connections, research, experimentation, evaluation of what has been learned with what is already known, asking questions, listening, observing, searching.
Reflective practice a concept found in education studies and pedagogy was emphasized by many investigators. Moon defines reflective practice as 'a set of skills and skills, to indicate the taking of a crucial stance, an orientation to problem fixing or state of brain'. It requires of wide range of considering one's learning. In 1999 Cowan suggested that learners represent within an educational sense 'when they analyze or evaluate one or more personal encounters and try to generalize from that thinking. Another investigator, Biggs points out that unlike the reflection that gives an exact imitation of what there exists before it, reflective thinking gives back again not what there is only but also what 'might be' a noticable difference in ones professional job. Therefore in conclusion reflective practice is perhaps best referred to as an approach which encourages learning through the development of students understanding and critical thinking skills.
In recent years work by Sch¶n in his publication The Reflective Practioner (1983) he described reflective practice in education as an activity by the educator to mirror and study on his coaching methods used and exactly what will work best for his students. Sch¶n also said that reflective practice can help a person to develop more personally.
We might think that when we talk about reflective practitioners we may be referring and then adults who are involved in some kind or another of activity (expertly or voluntary) however students in our schools have to be encouraged to such situations but in order to do so we should first be ourselves to be reflective on our job, what are our talents, weaknesses and on what can we improve and exactly how. Therefore we should first learn that reflective practice grows us more appropriately and thinking in this we can go this on our students through courses, group discussions, questions, what have been learnt, how to use the skill they have learnt in everyday activities and problem dealing with.
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