course: critical thinking and reflective (8611) …...course: critical thinking and reflective...

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Course: Critical Thinking And Reflective (8611) Level: B.Ed

Semester: Autumn 2018

ASSIGNMENT No. 1 Q.1 Choose an article of your local newspaper and write a critical review of it using four steps of raising

vital question, gathering further information, reflecting open mindedly, give your own conclusion.

Writing a Critical Review

A critical review is not to be mistaken for the literature review. A 'critical review' is a complete type of text, discussing

one particular article or book in detail. The 'literature review', which also needs to be 'critical', is a part of a larger type

of text e.g. a chapter of your dissertation.

Most importantly: Read your article / book as many times as possible, as this will make the critical review much easier.

Contents

1. Read and take notes

2. Organising your writing

3. Summary

4. Evaluation

5. Linguistic features of a critical review

6. Summary language

7. Evaluation language

8. Conclusion language

9. Example extracts from a critical review

10. Further resources

Read and Take Notes To improve your reading confidence and efficiency, visit our pages on reading

1. What kind of article is it (for example does it present data or does it present purely theoretical arguments)?

2. What is the main area under discussion?

3. What are the main findings?

4. What are the stated limitations?

5. Where does the author’s data and evidence come from? Are they appropriate / sufficient?

Organising your writing

Summary

You first need to summarise the text that you have read. One reason to summarise the text is that the reader may not

have read the text.

In your summary, you will

• focus on points within the article that you think are interesting

• summarise the author(s) main ideas or argument

• Explain how these ideas / argument have been constructed. (For example, is the author basing her arguments on

data that they have collected? Are the main ideas / argument purely theoretical?)

An overview of the necessary skill sets to be successful in journalism, specifically, gathering information through

interviews and asking the right questions. Readers will also learn how to organize that information and turn it into

written work that includes unbiased writing, credible sources, and proper structure.

Gathering Information

The first step to writing a story involves gathering information about your topic. In order to do so, you need people who

witnessed the event first hand or have extensive knowledge on said topic. In writing, especially in journalism, the

information you use is the heart of your writing. Perhaps without details, sources, evidence, one’s writing will not have

the intended impact of informing your audience.

Conducting an Interview

When interviewing someone related or involved with a story, you are receiving information from primary sources.

Before you begin interviewing someone, you need to make sure you know what questions to ask and how to ask them.

Plan your interview as best you can and think carefully about the topics you want to cover. It would be helpful to write

your questions out beforehand if you have time.

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Questions to ask yourself before the interview:

1. What do you know and what do you need to know?

2. What are you trying to inform your audience about?

3. What are some of the outcomes? Not everyone will like your story or the topic you choose to write about so be

prepared for negative feedback. Be aware of any ethical issues pertaining to your topic as well.

Rich Martin author of the book, “Living Journalism”, who has more than 30 years of reporting and teaching experience,

offers his advice about interviewing. These are some questions adopted from his list:

1. What organizational policies or professional guidelines should you consider?

2. How can you bring people with different perspectives and ideas into your decision making?

3. Who will be affected by your decision? Think about your topic and who will be reading about it.

4. How would you feel if roles were reversed and you were the subject of the story?

5. Are there ways to minimize harm while remaining true to the facts of the story?

Once you have answered these questions and feel as though you know a lot about the subject of matter then you can

consider questions that you want to find out from the person you are interviewing. It’s a given that you want to hear all

sides of the story to prevent a biased opinion , but also keep in mind that there may not always be two sides to a story,

so do your research. University of Delaware Professor of Journalism Ben Pagoda refers to this instance as False

Equivalency. He refers to this example:

• The flu vaccine. The question parents are asking themselves is should or shouldn’t my child get the flu vaccine?

Reporters may think there are two sides of this story and the truth lies in the middle, but it doesn’t. “That would

be saying that only a portion of children should get the flu vaccine when medical reports prove that all children

should,” says Yagoda.

Evaluation Evaluation is the most important part in a critical review. Use the literature to support your views. You may also use

your knowledge of conducting research, and your own experience. Evaluation can be explicit or implicit.

Explicit evaluation

Explicit evaluation involves stating directly (explicitly) how you intend to evaluate the text. E.g. "I will review this

article by focusing on the following questions. First, I will examine the extent to which the authors contribute to current

thought on Second Language Acquisition (SLA) pedagogy. After that, I will analyse whether the authors’ propositions

are feasible within overseas SLA classrooms."

Implicit evaluation

Implicit evaluation is less direct. The following section on Linguistic Features of Writing a Critical Review contains

language that evaluates the text. A difficult part of evaluation of a published text (and a professional author) is how to

do this as a student. There is nothing wrong with making your position as a student explicit and incorporating it into

your evaluation. Examples of how you might do this can be found in the section on Linguistic Features of Writing a

Critical Review.

You need to remember to locate and analyse the author’s argument when you are writing your critical review. For

example, you need to locate the authors’ view of classroom pedagogy as presented in the book / article and not present

a critique of views of classroom pedagogy in general.

Q.2 Explain the theory of exclusion and marginalization .discuss how education affects

and gets affected by social exclusion.

SOCIAL EXCLUSION AND MARGINALIZATION

Social exclusion and marginalization is a theme that transcends all other areas of research. Human development

outcomes often reflect the exclusion of disadvantaged groups, markets and economic institutions reproduce social

inequalities and political systems can both restrain and empower marginalized voices.

Although exclusion and marginalization are often interchangeable, it’s worth noting a slight

distinction. Marginalization refers to the set of processes through which some individuals and groups face systematic

disadvantages in their interactions with dominant social, political and economic institutions. The disadvantages arise

from class status, social group identity (kinship, ethnicity, caste and race), political affiliation, gender, age and

disability.

Exclusion, when not synonymous with marginalization, describes the outcomes of marginalization. Examples of this

include political under-representation, poor access to legal systems and a denial of public services.

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This research cluster advances existing knowledge about social exclusion and marginality, raises the salience of these

issues in policy and political debate and promotes more grounded perspectives on change agents.

Current academic debates widely notice that education contributes to reduce poverty and inequality. Actually, most

researchers think that education is helpful to break processes of disadvantage and social exclusion insofar as it 'endows'

individuals with both the cognitive and non-cognitive resources and skills that they need for their social inclusion.

However, the relationship between education, poverty, inequality and social exclusion is neither mechanical nor linear.

Although education can break the circles of social disadvantage, it also contributes to produce and reproduce these very

circles.

Q.3 Observe classroom of social studies for five days, write down teaching strategies use in the classroom

and explain which strategies help most in promoting critical thinking among students.

Strategies for Teaching Critical Thinking Skills You can use the techniques below for teaching critical thinking skills in every lesson and subject. Get creative and find

different ways to incorporate them into your teaching practices.

1. Begin with a Question This is the simplest foray into critical thinking. What do you want to explore and discuss? It shouldn’t be a question you

can answer with a ‘yes’ or a ‘no.’ you want to develop essential questions here, ones that inspire a quest for knowledge

and problem-solving. They’ll support the development of critical thinking skills beautifully.

When you lose your question to students, encourage brainstorming. Write down possible answers on a chalkboard or

oversized pad as a student reference. Having open discussions with students is a big part of defining the problem in

Solution Fluency.

2. Create a Foundation Students cannot think critically if they do not have the information they need. Begin any critical thinking exercise with

a review of related information. This ensures they can recall facts pertinent to the topic. These may stem from things

like:

• reading assignments and other homework

• previous lessons or critical thinking exercises

• a video or text

3. Consult the Classics Great literary works are a perfect launch pad for critical thinking, with challenging narratives and deep characterization.

Use them for specific lessons on character motivation, plot predictions, and theme. Here are some links to explore for

resources:

• Skeptic North

• Shakespeare and Critical Thinking

• The Critical Thinking Community

4. Creating a Country This could be great project-based learning scenario requiring sufficient research to discover what actually makes a

country. In the process students learn history, geography, politics, and more. Leave this assignment open-ended over a

couple of days or weeks so they can really dig deep. Here are some resources to help you:

• The Geography Site

• Could You Start Your Own Country?

• How to Start Your Own Micro-nation

•

5. Use Information Fluency Part of critical thinking is knowing when to pursue and when to discard information. Students must learn to amass the

appropriate knowledge to inform that thinking. Teaching critical thinking skills can be supported by an understanding

of Information Fluency.

Mastering the proper use of information is crucial to our students’ success in school and life. It’s about learning how to

dig through knowledge in order to find the most useful and appropriate facts for solving a problem. Critical thinking is

deeply embedded in the process of Information Fluency.

6. Utilize Peer Groups There is comfort in numbers, as the saying goes. Digital kids thrive on environments where critical thinking skills

develop through teamwork and collaboration. Show kids their peers are an excellent source of information, questions,

and problem-solving techniques.

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7. Try One Sentence Try this exercise: form groups of 8-10 students. Next, instruct each student to write one sentence describing a topic on

a piece of paper. The student then passes the paper to the next student who adds their understanding of the next step in

a single sentence. This time, though, that student folds the paper down to cover their sentence. Now only their sentence

is visible and no other, so each time they pass students can only see one sentence.

The object of the task is for students to keep adding the next step of their understanding. This teaches them to really

home in on a specific moment in time. Additionally, they learn to critically apply their knowledge and logic to explaining

themselves as clearly as possible.

8. Problem-Solving Assigning a specific problem is one of the best avenues for teaching critical thinking skills. Leave the goal or “answer”

open-ended for the widest possible approach. This is the essence of asking essential questions requiring discovery and

synthesis of knowledge through critical thinking.

9. Return to Roleplaying Roleplaying has always been an excellent method for exercising critical thinking. It’s why actors do tireless research

for their roles as it involves inhabiting another persona and its characteristics. Becoming someone else calls upon

stretching both your analytical and creative mind.

Pair students up and have them research a conflict involving an interaction between two famous historical figures. Then

lead them to decide which character they each choose to play. They’ll each have opposite points of view in this conflict.

Have them discuss it until they can mutually explain the other’s point of view.

Q.4 Present a review of theories given by Dewey (1939) and Schön (1983), regarding

reflection and reflective practice.

John Dewey (1859–1952) - Experience and Reflective Thinking,

Experience and Reflective Thinking The starting place in Dewey's philosophy and educational theory is the world of everyday life. Unlike many

philosophers, Dewey did not search beyond the realm of ordinary experience to find some more fundamental and

enduring reality. For Dewey, the everyday world of common experience was all the reality that man had access to or

needed.

Dewey was careful in his writings to make clear what kinds of experiences were most valuable and useful. Some

experiences are merely passive affairs, pleasant or painful but not educative. An educative experience, according to

Dewey, is an experience in which we make a connection between what we do to things and what happens to them or us

in consequence; the value of an experience lies in the perception of relationships or continuities among events. Thus, if

a child reaches for a candle flame and burns his hand, he experiences pain, but this is not an educative experience unless

he realizes that touching the flame resulted in a burn and, moreover, formulates the general expectation that flames will

produce burns if touched. In just this way, before we are formally instructed, we learn much about the world, ourselves,

and others. It is this natural form of learning from experience, by doing and then reflecting on what happened, which

Dewey made central in his approach to schooling.

Reflective thinking and the perception of relationships

Arise only in problematical situations. As long as our interaction with our environment is a fairly smooth affair we may

think of nothing or merely daydream, but when this untroubled state of affairs is disrupted we have a problem which

must be solved before the untroubled state can be restored. For example, a man walking in a forest is suddenly stopped

short by a stream which blocks his path, and his desire to continue walking in the same direction is thwarted. He

considers possible solutions to his problem–finding or producing a set of stepping-stones, finding and jumping across a

narrow part, using something to bridge the stream, and so forth–and looks for materials or conditions to fit one of the

proposed solutions.

Learning

For Dewey, learning was primarily an activity which arises from the personal experience of grappling with a problem.

This concept of learning implied a theory of education far different from the dominant school practice of his day, when

students passively received information that had been packaged and predigested by teachers and textbooks. Thus, Dewey

argued, the schools did not provide genuine learning experiences but only an endless amassing of facts, which were fed

to the students, who gave them back and soon forgot them.

Dewey distinguished between the psychological and the logical organization of subject matter by comparing the learner

to an explorer who maps an unknown territory. The explorer, like the learner, does not know what terrain and adventures

his journey holds in store for him. He has yet to discover mountains, deserts, and water holes and to suffer fever,

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starvation, and other hardships. Finally, when the explorer returns from his journey, he will have a hard-won knowledge

of the country he has traversed. Then, and only then, can he produce a map of the region. The map, like a textbook, is

an abstraction which omits his thirst, his courage, his despairs and triumphs–the experiences which made his journey

personally meaningful. The map records only the relationships between landmarks and terrain, the logic of the features

without the psychological revelations of the journey itself.

School and Life

Ideas and experiences which are not woven into the fabric of growing experience and knowledge but remain isolated

seemed to Dewey a waste of precious natural resources. The dichotomy of in-school and out-of-school experiences he

considered especially wasteful, as he indicated as early as 1899 in The School and Society:

Thus Dewey affirmed his fundamental belief in the two-sidedness of the educational process. Neither the psychological

nor the sociological purpose of education could be neglected if evil results were not to follow. To isolate the school

from life was to cut students off from the psychological ties which make learning meaningful; not to provide a school

environment which prepared students for life in society was to waste the resources of the school as a socializing

institution.

Democracy and Education

Dewey recognized that the major instrument of human learning is language, which is itself a social product and is learned

through social experiences. He saw that in providing a pool of common meanings for communication, the language of

each society becomes the repository of the society's ideals, values, beliefs, and accumulated knowledge. To transmit the

contents of the language to the young and to initiate the young in the ways of civilized life was for Dewey the primary

function of the school as an institution of society. But, he argued, a way of life cannot be transmitted by words alone.

Essential to acquiring the spirit of a way of life is immersion in ways of living.

More specifically, Dewey thought that in a democratic society the school should provide students with the opportunity

to experience democracy in action. For Dewey, democracy was more than a form of government; it was a way of living

which went beyond politics, votes, and laws to pervade all aspects of society. Dewey recognized that every social group,

even a band of thieves, is held together by certain common interests, goals, values, and meanings, and he knew that

every such group also comes into contact with other groups. He believed, however, that the extent to which democracy

has been attained in any society can be measured by the extent to which differing groups share similar values, goals,

and interests and interact freely and fruitfully with each other.

A democratic society, therefore, is one in which barriers of any kind–class, race, religion, color, politics, or nationality–

among groups are minimized, and numerous meanings, values, interests, and goals are held in common. In a democracy,

according to Dewey, the schools must act to ensure that each individual gets an opportunity to escape from the

limitations of the social group in which he was born, to come into contact with a broader environment, and to be freed

from the effects of economic inequalities.

The processes and development of reflective practitioners (1983; 1987; 1991). He sought to offer an approach to an

epistemology of practice based on a close examination of what a (small) number of different practitioners actually do.

The heart of this study was, he wrote, ‘an analysis of the distinctive structure of reflection-in-action’ (1983: ix). He

argued that it was ‘susceptible to a kind of rigor that is both like and unlike the rigor of scholarly work and controlled

experimentation’ (op. cit.). His work was quickly, and enthusiastically, taken up by a large number of people involved

in the professional development of educators, and a number of other professional groupings.

His last major new literary project arose out of a long-term collaboration, dating back to the early 1970s, with Martin

Rein (a colleague at MIT). Frame Reflection (Schön and Rein 1994) is concerned with the ways in which intractable

policy controversies can be reconciled. During his later years Donald Schön also developed an interest in software

design and, in particular, the role of computers in designing, and the uses of design games to expand designing

capabilities.

Donald Schön died September 13, 1997 at Brigham and Women’s Hospital after a seven-month illness.

Public and private learning, and the learning society While it is Donald Schon’s work on organizational learning and reflective practice that tends to receive the most

attention in the literature, his exploration of the nature of learning systems and the significance of learning in changing

societies has helped to define debates around the so called ‘learning society’. Indeed, Stewart Ranson (1998: 2)

describes Donald Schon as ‘the great theorist of the learning society’. He was part of the first wave of thinkers around

the notion (other key contributors include Robert M. Hutchins 1970; Amitai Etzioni 1968; and Torsten Husen 1974).

Hutchins, in a book first published in 1968, had argued that a ‘learning society’ had become necessary. ‘The two

essential facts are… the increasing proportion of free time and the rapidity of change. The latter requires continuous

education; the former makes it possible (1970: 130). He looked to ancient Athens for a model.

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Donald Schon (1973, first published 1971) takes as his starting point the loss of the stable state. Belief in the stable

state, he suggests, is belief in ‘the unchangeability, the constancy of central aspects of our lives, or belief that we can

attain such a constancy’ (Schon 1973: 9). Such a belief is strong and deep, and provides a bulwark against uncertainty.

Institutions are characterized by ‘dynamic conservatism’ – ‘a tendency to fight to remain the same’ (ibid.: 30).

However, with technical change continuing exponentially its pervasiveness and frequency was ‘uniquely threatening

to the stable state’ (ibid.: 26). He then proceeds to build the case for a concern with learning (see inset).

Exhibit 1: Donald Schon on learning and the loss of the stable state

The loss of the stable state means that our society and all of its institutions are in continuousprocesses of

transformation. We cannot expect new stable states that will endure for our own lifetimes.

We must learn to understand, guide, influence and manage these transformations. We must make the capacity for

undertaking them integral to ourselves and to our institutions.

We must, in other words, become adept at learning. We must become able not only to transform our institutions, in

response to changing situations and requirements; we must invent and develop institutions which are ‘learning

systems’, that is to say, systems capable of bringing about their own continuing transformation.

The task which the loss of the stable state makes imperative, for the person, for our institutions, for our society as a

whole, is to learn about learning.

What is the nature of the process by which organizations, institutions and societies transform themselves?

What are the characteristics of effective learning systems?

What are the forms and limits of knowledge that can operate within processes of social learning?

What demands are made on a person who engages in this kind of learning? (Schon 1973: 28-9)

Donald Schon argues that social systems must learn to become capable of transforming themselves without intolerable

disruption. In this ‘dynamic conservatism’ has an important place.

A learning system… must be one in which dynamic conservatism operates at such a level and in such a way as to

permit change of state without intolerable threat to the essential functions the system fulfils for the self. Our systems

need to maintain their identity, and their ability to support the self-identity of those who belong to them, but they must

at the same time be capable of transforming themselves. (Schon 1973: 57)

Schon’s great innovation at this point was to explore the extent to which companies, social movements and

governments were learning systems – and how those systems could be enhanced. He suggests that the movement

toward learning systems is, of necessity, ‘a groping and inductive process for which there is no adequate theoretical

basis’ (op. cit). The business firm, Donald Schon argues, is a striking example of a learning system. He charts how

firms moved from being organized around products toward integration around ‘business systems’ (ibid.: 64). In an

argument that has found many echoes in the literature of the ‘learning organization’ some twenty years later, Donald

Schon makes the case that many companies no longer have a stable base in the technologies of particular products or

the systems build around them. A firm is:

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… an internal learning system in which the system’s interactions… must now become a matter of directed

transformation of the whole system. These directed transformations are in part the justification for the business

systems firm. But they oblige it to internalise processes of information flow and sequential innovation which have

traditionally been left to the ‘market’ and to the chain reactions within and across industry lines – reactions in which

each firm had only to worry about its own response as one component. The business firm, representing the whole

functional system, must now learn to effect the transformation and diffusion of the system as a whole. (Schon 1973:

75)

In many respects, we could not ask for a better rationale for Peter Senge’s later championship of the Fifth

Discipline (systemic thinking) in the generation of learning organizations.

Two key themes arise out of Donald Schon’s discussion of learning systems: the emergence of functional systems as

the units around which institutions define themselves; and the decline of centre-periphery models of institutional

activity (ibid.: 168). He contrasts classical models of diffusing innovation with a learning system model.

Classical models for the diffusion of innovations

Learning systems’ models around the diffusion

of innovation

The unit of innovation is a product or technique. The unit of innovation is a functional system.

The pattern of diffusion is centre-periphery. The pattern of diffusion is systems transformation.

Relatively fixed centre and leadership. Shifting centre, ad hoc leadership.

Relatively stable message; pattern of replication of a

central message.

Evolving message; family resemblance of

messages.

Scope limited by resource and energy at the centre and

by capacity of ‘spokes’. Scope limited by infrastructure technology.

‘Feedback’ loop moves from secondary to primary

centre and back to all secondary centres.

‘Feedback’ loops operate local and universally

throughout the systems network.

In this we can see the significance of networks, flexibility, feedback and organizational transformation. At the same

time we have to recognize that the ‘ways of knowing’ offered by the dominant rational/experimental model are

severely limited in situations of social change. Donald Schon looks to a more ‘existentially’-oriented approach. He

argues for formulating projective models that can be carried forward into further instances (a key aspect of his later

work on reflective practice).

Moreover, learning isn’t simply something that is individual. Learning can also be social:

A social system learns whenever it acquires new capacity for behaviour, and learning may take the form of undirected

interaction between systems… [G]overnment as a learning system carries with it the idea of public learning, a special

way of acquiring new capacity for behaviour in which government learns for the society as a whole. In public

learning, government undertakes a continuing, directed inquiry into the nature, causes and resolution of our problems.

The need for public learning carries with it the need for a second kind of learning. If government is to learn to solve

new public problems, it must also learn to create the systems for doing so and discard the structure and mechanisms

grown up around old problems. (Schon 1973: 109)

The opportunity for learning, Donald Schon suggests, is primarily in discovered systems at the periphery, ‘not in the

nexus of official policies at the centre’ (ibid.: 165). He continues, ‘the movement of learning is as much from

periphery to periphery, or from periphery to centre, as from centre to periphery’. Very much after Carl Rogers, Donald

Schon asserts that, ‘Central comes to function as facilitator of society’s learning, rather than as society’s trainer’ (ibid.:

166).

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Taken together, the themes that emerged in Beyond the Stable State provided a rich and highly suggestive basis for

theorizing about both ‘the learning society’ and ‘the learning organization’. Yet for all his talk of networks and the

significance of the ‘periphery, Donald Schon’s analysis falters when it comes to the wider picture.

While his critical analysis of systems theory substitutes responsive networks for traditional hierarchies, his theory of

governance remains locked in top-down paternalism. Only an understanding of the role of democratic politics can

provide answers to the purposes and conditions for the learning society he desires. The way societies learn about

themselves, and the processes by which they transform themselves, is through politics, and the essence of politics is

learning through public deliberation, which is the characteristic of effective learning systems. (Ranson (1998: 9)

Donald Schon’s later work with Martin Rein around frame reflection does attend to some matters of public

deliberation – but the broad line of argument made by Stuart Ranson here would seem to stand. It was the contribution

of two of Schon’s contemporaries – Ivan Illichand Paulo Freire – that takes us forward. The formers focus on learning

webs, the debilitating impact of professionalization, and the need for an ecological appreciation; and the latter’s

championship of dialogue and concern to combat oppression allow for a more committed and informed engagement

with the ‘learning society’ and ‘learning organization’.

Double-loop learning and theories in use Donald Schon’s work on learning systems fed nicely into a very significant collaboration with Chris Argyris around

professional effectiveness and organizational learning. Their (1974) starting point was that people have mental maps

with regard to how to act in situations. This involves the way they plan, implement and review their actions.

Furthermore, they asserted that it is these maps that guide people’s actions rather than the theories they explicitly

espouse. One way of making sense of this is to say that there is split between theory and action. Chris Argyris and

Donald Schon suggested that two theories of action are involved. They are those theories that are implicit in what we

do as practitioners and managers, and those on which we call to speak of our actions to others. The former can be

described astheories-in-use. The words we use to convey what we, do or what we would like others to think we do,

can then be called espoused theory. This was an important distinction and is very helpful when exploring questions

around professional and organizational practice (see Chris Argyris and theories of action for a full treatment of this

area).To fully appreciate theory-in-use we require a model of the processes involved. To this end Argyris and Schon

(1974) initially looked to three elements:

Governing variables: those dimensions that people are trying to keep within acceptable limits. Any action is likely to

impact upon a number of such variables – thus any situation can trigger a trade-off among governing variables.

Action strategies: the moves and plans used by people to keep their governing values within the acceptable range.

Consequences: what happens as a result of an action. These can be both intended – those actor believe will result –

and unintended. In addition those consequences can be for the self, and/or for others. (Anderson 1997)

Q.5 Write a personal note on reflect a daily life.Write down reflection day spent in school teaching and

school managing activity .Develop the reflective the report on using gibb model.

we have the opportunity to build a blueprint, a moral compass by which we live and how we treat others.If journal

writing helps us become better communicators, how do we get started?

1. Begin with a gracious heart: writing for ourselves is not about being the best writer, having the correct spelling

and grammar, or even having the nicest handwriting. Letting go of what we think we should write about requires

courage and can lead to boundless creative possibilities. A journal is a safe place for us to work things out, express our

innermost feelings and engage with our own thoughts.

2. Set the tone: Carve out a special time and place to write. We each have a time of day when we are more

productive. For some, writing in the mornings is more productive and helps face the day while others prefer writing in

the evening to help process the day's events. Whether in a quiet area of the house, or in a bustling coffee shop, finding

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the right time and environment for reflective writing can help us relax. Carrying a small journal in our bag or purse

can help us record and retrieve special moments in our day.

3. Decide what type of journal to begin: Gratitude journals focus on life's blessings, prayer journals record life

moments or people in need prayer, and personal development journals track career goals. Fitness journals help

maintain accountability and encouragement with healthier living choices, travel journals record experiences

encountering new places and people, and art journals serve as a way to collect inspirational thoughts, images, sketches

and clippings. Take your pick! 4. Use a variety of reflective prompts: a) Ask questions with a limit: Write about two

moments you'll never forget, five words that best describe you and 10 things that make you smile. Limiting ourselves

to certain parameters helps us focus.

b) Stream of consciousness writing: Based on Julia Cameron's The Artists Way, write down whatever comes to

mind for three minutes. Putting un-edited thoughts to paper is an excellent meditative practice for our busy lives. c)

Write a letter to yourself: Record your goals, what you want your life to look like in a year's time, and ways you can

attempt to achieve it. Seal it and open it in six months to see how you are doing. d) Pick a memento: Choose an object

and write about when, where and from who it was received. Discuss its importance and meaning. Objects have the

power to open floodgates to meaningful memories.

5. Seek out community resources: Look for local writers' groups either at the library or community centre, local

creative arts classes that have writing components, or even swap ideas with friends and family.Remind yourself there

is not a right or wrong way to write reflectively; it's a "space for questions that may not have answers, a place for

thoughts that may otherwise not have a home and a safe container for emotions so that they do not have to be loose in

the world." (Kelly Brown)

My Student Teaching Experience:

The student teaching experience allows you to put everything that you’ve learned about education and your subject

matter into action. You get to test the waters under the supervision of an experienced teacher who can guide you along

and help you become the kind of teacher that you want to be. If you embrace the opportunity, you can learn a lot from

the experience. In fact, here are some things that I learned during my time as a student teacher.

Prepare for the Unexpected while Student Teaching

During my student teaching experience, I spent a lot of time preparing each lesson plan. I worked hard to research

different ways to present the information for each lesson. I looked for activities that my students would enjoy, and I

made sure that I had all of the materials and other things that I needed before class started. Even then, there were

always things that would go wrong. Technology would fail. Students would complete activities quicker than planned.

Or students would require much more time and explanation than expected.

As such, I realized that I needed to be prepared as much as possible, but, more importantly, I needed to prepare to be

flexible. You never know what’s going to come up or what will catch the students’ attention. When creating lessons,

remember that you need to be prepared for changes. Figure out alternative activities in order to help your day go as

smoothly as possible and allow your students to gain the most from the lessons.

Make Friends

Teaching is difficult. You’re going to have rough days, and you’re going to need help sometimes. Introduce yourself

to the librarian, cafeteria staff, administrators, custodians, secretaries, and other teachers. As I talked to other teachers

about lessons that I was working on, they had plenty of suggestions for activities that I could use. I loved getting ideas

for tried and true activities for my students, but I also enjoyed the tips and ideas that they could provide to help me

grow as a teacher. They could also help you land a teaching job, too.

Not only can making friends prove to help you as a teacher, but it can also make your day more fun. Rather than

eating lunch in your room every day to catch up on work, go to the lunch room and mingle with other teachers. Talk to

teachers on the playground. Use the time to get to know others, and you just might end up making a friend for life

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NTRODUCTION The following reflective writing essay will centre on a particular event that I witnessed. I will be using Gibbs’ model of

reflection, from Gibbs, G. (1988). For confidentiality purposes, I will name my family member as Estelita who is a fifty

five year old female.

DESCRIPTION Estelita was experiencing shortness of breath and chest pain. She called an ambulance, whereby a FRU car arrived,

followed by a backup ambulance crew. The FRU responder performed a primary survey on Estelita, after which she was

transported to the nearest hospital by the backup crew who made her walk to the ambulance at the start of the journey

and on her arrival at A&E.

FEELINGS My initial feelings towards the

Von Essen (1994) opposed the view that patients placed interpersonal aspects of caring as more important than care

tasks. Interestingly, patients made few comments about technical excellence of health care professionals. Halldorsdottir

and Hamrin’s (1997) study found that ‘patients emphasised the importance of professional competence over

interpersonal aspects of care’. I think that as patients or family members, we automatically assume our health carers are

technically competent and I felt that a more humanistic approach would not have exacerbated an already distressing

situation. Thorne (1988) reported that patients perceived that communication with health care professionals was

important in enhancing care quality.

CONCLUSION

The doctor found Estelita’s symptoms to be attributed to her condition Fibromyalgia which Wallace, Daniel J. (2003)

states is a form of soft tissue rheumatism. A complaint was sent to the ambulance service regarding the crew’s conduct

and a letter of apology was received.

ACTION PLAN

In my future paramedic career, I will adhere to the HPC standard of conduct at all times and try to continue the chain of

care until I handover my patient. Unlike the backup crew, I will try to remain professional at all times even though I

might be faced by time, social and work pressures.

course: critical thinking and reflective (8611) …...course: critical thinking and reflective...

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