Reflective Statement Cit Sem1

Reflective Statement CIT Sem1 In the last devil years I cede had two major transitions, the introductory was when I transferred from industry into lecturing, finding myself in a college on the one positioning of the desk. The second was then being enrolled as a student and discovering myself on the other side of the desk. Both steps have taken me rattling much away from my comfort zone of getting production lines to crap, to alone the way cover song to my university days staring at a infinite page trying to get my brain to work. The first session of the CIT descent has gone very quickly with a surprising amount of bodily covered leaving me with a lot to take on board.Watching soul teach seemed to be a nigh stance to begin, our first chance was to watch a video of a Vocational lesson taking place with level 2 and level 3 students, a similar frame-up to my Engineering TFS class. Reflecting on this lesson, or so of the strategies I could take from it were the way the les son was integrated with clear solicitudes at the start, a variety of activities, using the to a greater extent experienced students to help the first year students, motivating them and consolidating what they have learned.Peer expression was a computable opportunity to see how an experienced instructor inwardly my own college and subject structured their lesson and the techniques they used, it also do me appreciate how troublesome it is to formally reflect on someone elses teaching method. The Gardners guess of various learning styles of visual, kinaesthetic and auditory showed me that not all activities be going to work for all students, hence the need for variety with in the lesson to stimulate the learner.The introduction to the LLUK and the scene of action A professional values and invest was probably the biggest step in the course, where you are posited to plan the learning by creating schemes of work and detailed lesson plans. Fail to Plan, Plan to Fail. This was then low down further in the Domain D where the individual take of the students being taught had to be considered. This was put into practice, first in a base activity, were a scheme of work was de house-language(a) and lesson plan extracted from it. This gave a good opportunity to coordinate or efforts as a group and presents our work to the rest of the class.The second opportunity to do this and receive feed back was during the first class observation which allowed us show progression deep down our teaching and start putting in practice what had been learned so far. Teachers and the Law, was a useful reminder of the responsibility we have as instructor within the class room, that we have a duty of distri howevere towards the learner, specially when they are under 18. Not only is it a legal obligation, only when it is set break as a contractual duty of care also covered in the LLUK in Domain A and our signed contract of employment.The most inspirational part of the cours e to date would be the Behaviour Management presentation, which served to confront the teachers fear of the dissolute class or impossible child. Developing positive relationships with the students seems to be at the heart of this topic, which in some cases could be time consuming and knockout work, but inevitably rewarding. Key skills in achieving good classroom trouble are rewarding the student with constructive praise, giving clear instruction and introducing novel stimuli and humour to create a stress free environment.In auxiliary to the presentation on Behaviour management, I have been able to sign up to the Behaviour Needs mini course and receive some very useful materials and tools that have help with my class room management to try an make it a to a greater extent stimulating learning experience. Domain BK1. 2 Probably the most nerve wrecking experience of the first session, more so than the lesson observation was the Micro Teaching activity. Looking back, it was in truth enjoyable and worthwhile when you could see yourself in the playback, and identify the type of teacher you are, again laid out in Domain BK2. 6 which ask you to evaluate your own practice.This gives me the opportunity not exactly to suit lessons to sum the learner but also my own teaching style. The exercise made me really think of what goes into the different stages of a lesson, i. e. the BEM principle. The view is that we learn more in the first 12 minutes and the last 8 minutes of a lesson (Duckett. I and Tatarkowski. M 2005,27), taking that into consideration we should have 3 BEMs in a typical lesson. The function of a good opening is To induce in participants a state of readiness curb to the task to follow, through establishing rapport, arousing motivation and gaining attention ( Hargie.O and Dickson. D 2004,262). Setting out the objectives, displaying them for the students to see, so they know what the expectations of the lesson will be has now become a fundamental part o f my teaching. Before we looked into Blooms taxonomy, I thought there were just questions and answers, now I am aware of effective questioning on so many different levels. In the past I have used questioning considerably within my lesson, but would like to buzz off this skill so that it can be more effective. Conclusion.Experiencing teaching for only one year, with no formal training, was a huge challenge, but one which I felt I dealt with to best of my abilities. The course so far, has enhanced my teaching abilities, which should make me a more reflective teacher willing to try new strategies and learning from want can go wrong in a class and maximising on what went right. (958) References Duckett,I. and Tatarkowski, M. , 2005. practicable strategies for learning and teaching on vocational programmes. London Learning and Skills reading Agency, p. 27. Hargie, O. and Dickson, D. 2004. Skilled Interpersonal Communication. 4th ed. London Routledge, p. 262.