'Reflective Essay on Teaching\r'

'This subsidisation go a panache critically reflect and analyse a micro dogma sitting I presented to my peers in a clinical position regarding Nursing attention of chest drains. I will define reflection; dogma, square uping and the precept for choosing this field of study will be clearly outlined in this paper. The preparation, proposening, implementation and rating will as advantageously be corporated. This assignment will be organize using Gibbs (1988) reflective model cited in standard Training Course, 2003 beca form of its simplicity.\r\nAnalysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my determination as a joint practitioner outlining areas of personal, original growth, identifying my strength, weakness and put for screen an action plan for my coming(prenominal) development in educational activity. Reflection is an beta human activity in which flock re-capture their experience, contrive it over and evaluate it. It is workings with experience that is authoritative in development (Boud et al, 1985).\r\nTeaching is defined as a system of activities intended to induce goldbricking, comprising the deliberate, organized creation and control of those conditions in which training does slip away (Curzon, 1997). In Nursing, instruction is said to be the win over in behaviour that we wish to bring well-nigh if we are to enhance and reform care for patients and guest (Hinchliff, 2004) The term teaching and learning are very much lend oneselfd interchangeably.\r\nCurzon (1990) cited by Nicklin and Kenworthy (2000) define learning as the apparent modification of a person’s behaviour through his activities and experiences so that his friendship, skills and attitudes, including modes of ad totally whenment towards his environment, are changed, more than or less permanently. The rationale of choosing my event was due to its relevance to the area of my clinical placement (Cardio thoracic) and the Unique learning needs of nursing management of chest drains amongst Nursing pupils as realised age working with them.\r\nAs mentioned above, I will be using the Gibbs reflective model, which follows a cyclical invention from description, feelings, evaluation, to conclusion and action plan. See in the Appendice. distri merelyively of these is sub-headed in the next sections to maintain clarity. Description This is the source stage of the Gibbs model. The value of micro sessions is for planning and delivering a short display where by feedback smoke be gathitherd before embarking on longer sessions (Walkin, 1990). formulation is to the highest degree persuasion things through it requires imagination and squint as well as logical thinking (Kiger, 1995).\r\nIt is a military operation that directs the teacher and the learner towards veritable actions, which will facilitate learning. During the preparation of my teaching intromission I res earched my chosen discipline using databases worry British Nursing Index (BNI), Nursing practise text books as well as Journals as recommended by Hinchliff (2004) who contend that using evidence-based course session post help to en undisputable that the subject is fully researched and this will provide support practice and view. I brand out the aims and objectives of the teaching session.\r\nThis view is back up by (Daines et al, 1993) who state that the teacher must know what it is that he or she intends to teach and what the students are expected to learn as an outcome for the joint effort. I drafted a lesson plan see in the appendice, which I highlighted that I was personnel casualty to use an smash projector and pull up stakes handouts to the group. Ewan and unclouded (1996) suggest it is necessary to go through learners’ different learning styles for learning and teaching to be in effect(p). I devised my teaching plan bearing in mind that there were pragmati sts, activists, theorists and reflectors among my peers.\r\nAfter putting the content of my presentation together I began printing and photocopying my acetates and handouts for my peers. The next step I did was to start rehearsing my presentation at home. On the mean solar day of the presentation I gave out handouts to my peers antecedent to the microteaching session. I used an overhead projector as a conduce for my discussion even though my acetates were cluttered with to a fault much information. I in addition used around equipment like different types of chest drains, water and a dame in of a person to endorse to my peers.\r\nI used psychomotor learning am blot as it was described by Bloom (1956) cited by De Tornyay & Thompson (1987) to be most important domain compared with cognitive and Affective domains as it enabling the learner to learn through the demonstrated skill. As I further my peers to carry out the skill that I had demonstrated, I had to bear in mind t hat many openhanded learners are self-conscious slightly trying cutting psychomotor skills as contended by De Tornyay & Thompson (1987). They worry somewhat looking foolish and making errors.\r\nAnd therefore it is life-and-death that the learning environment is warm and accepting, inviting the learners to try things, shit risks and experiment. Feelings Planning on its own caused a fix of anxiety, as I was non really sure of how well I will do in delivering and presenting my topic to my peers. Although I had some idea about management of chest drains from both the practical bit that I had gained during my first two weeks on the ward and the theory that I had gathered, I was nervous introductory to my presentation.\r\nIt is argued by some commentators that having poise can reform your performance (Lancaster and Janes, 1994). Feelings of nervousness helped me to focus on my presentation however things did non go the way I planned them. I can only put my feelings of n ervousness due to inadequate preparation. During the presentation I had mixed feelings of nervousness compounded by feelings of corporate trust and I was non sure about how the consultation perceived my presentation. I was feeling confident at times because I knew a lot about the topic and my peers through evaluation echoed this. paygrade\r\nEvaluation can be seen as a exploit of making personalised judgements and decisions about achievements, expectations, the effectiveness and evaluation of what we are doing (Hanchliff, 2001). It occurs at different stages of learning experience, is ongoing, indispensable to development, evolution of teaching and learning. It is emphasised that if you do not self evaluate there is a end to carry on as usual (Hinchliff, 2004). As part of my preparation, I decided that I was going to use the SWOT analysis to evaluate myself. And with this, I was going to be able to identify my Strength, Weaknesses, Opportunities and Threats.\r\nMy strengths include giving handouts first before starting my presentation. My peers in the feedback sheets echoed these remarks. This is supported by (Boyd et al, 1997) who states that handouts provide organisation, enable students to find out rather than taking notes and serve as a reminder of what the students apply heard in the school dwell or lecture. I linked the theory to practice as I was using acetates on an overhead projector as well as demonstrating and some of my peers commented that this helped them to go steady the topic better.\r\nDe Tornyay & Thompson (1987), recommend the use of an overhead projector by the teacher as this avoids distracting instructions and can unify the material from the transparency with the presentation naturally and without losing sum clashing with class. My share was loud and clear passim my presentation to enable my peers to hear the topic. Oliver and Endersby (1994) emphasise that if people cannot hear you during presentations they will not listen to you consequently it is important to have a full voice projection when teaching or presenting.\r\nI had also met my aims and objectives that I had set up and my peers had learnt from them following the feedback. contain & Objectives can provide a logical period for both you & your students enable you to check whether your teaching has been effective and also help to make decision about what exactly the student should learn as recommended by (Hinchliff, 2004). My weaknesses included confusing some surgical term that I had used and therefore giving the disparage explanation of the word, not giving all my peers a chance to practice the skill and also not involving my peers to participate in terms of the questioning technique.\r\n whatsoever of my peers commented on the feedback sheets that I had the tendency to larn my acetates, I should have brought in prompt cards just to remind me of the main points which needed to be discussed further. It is argued by (Ba ume and Baume, 1996) that reading from transparencies will give a soupy feel to a presentation and does not give the presenter much credibility. In bone marrow as a presenter you should know most of what you motive to say otherwise you should not be teaching or presenting to the audition. And also some of my peers commented that I had belt along my presentation despite the fact that I completed within the expected time.\r\nI didn’t have all my teaching equipments as I had planned. In organizing the materials for teaching, Oliver & Endersby (1994) stated that the responsibility of teaching does not only lie on accuracy of the information presented but also in the manner and order in which it is presented. The opportunity of creation familiar with my peers and knowing the subject area that I was going to present beef up my potency as I began to teach. My threat was not being able to finish on time and being so nervous that I would not give the best to my group. Ana lysis\r\nOn analysis, I thought I choose the right topic that was relevant to my course and my clinical area of placement. â€Å"As joint practitioners we will encounter carers in our working life, so giving information on carers assessment, their bound and effect of caring will prepare us for future practice” (Hinchliff, 2004). As I was preparing my presentation, I thought about adult learning as all my peers were going to be adults. I decided to use Androgogy approach of teaching as recommended by Knowles (1990) who defined it as the art and science of financial support students particularly, adult learner in their own learning process.\r\nIn retrospect, I feel that this helped to promote the students’ parsimony and I believe that my peers felt valued, as I was able to include them in the teaching by acknowledging each and everyone who participated by using their names and praised them. The teaching session took place in a seminar room near the ward where everyone was familiar with the environment. It is believed that a good learning environment allows a more irresponsible attitude to study and desire to learn (Kiger, 1995).\r\n strike projector was used during the teaching, this was benefiting to my peers, it help to clarify and explain samara points. The use of overhead projector encouraged motivation from peers and makes it more interesting (Larrivee, 2000). The teaching session was aimed to facilitate human-centred or cognitive domain as well as psychomotor where cognitive domain is student centred. This permit student perception and thinking, it also incorporate student participation which gave the chance to ascertain peers’ knowledge of the topic been taught.\r\nI used Abbatt & Mc Mahon (1993) 3 aspects of evaluation i. e. Plan, Process and Product as a form of evaluating my peers learning and effectiveness of my teaching. With this, there was use of evaluation checklists See in the Appendices that were used by my peers to evaluate my teaching in form of feedback. These can enable the teach to identify aspects of his/her teaching that could improve on. Although the feedback from my peers and mentor was informative and good, from my own reflection afterwards made me realise that I had not taught I had planned.\r\nI didn’t involve all my peers to practice the skill, which would have helped them to learn more as recommended by Hinchliff (2004). I should have informed them of how long the session was to take in order to avoid them from thinking that I had rushed. I should not have read my presentation from the acetates because it is argued that the audience will probably understand very little and will loose assiduity quickly (Nicklin and Kenworthy, 2000). Body language communicates different impressions to the audience; I maintained eye contact on some occasions this helps to regulate the flow of communication.\r\nThis is supported by (Oliver and Endersby, 1994) who state that presenters who ma ke eye contact covey interest, concern, warmth and credibility. Conclusion I search to have learned more from the reflective process than the actual presentation. Presenting to the group was one of the most nerves wrecking experiences as well as time lag for feedback from my peers and mentor. However, carrying out this teaching session has broadened my knowledge in management of chest drains and given me the courage and confidence for my future teaching and presentations. Action Plan\r\nI endeavour to perceive weakness as opportunities for future development rather than as failures. In essence the act of reflecting on the microteaching presentation has deepened my understanding of the enormousness of having a good preparation, a good plan, including having rehearsals prior to the presentation, the importance of having a good learning environment, and being familiar with the material you are going to use before presenting. It is imperative to evaluate each teaching session or pres entation, as this is the only way we can learn to improve our practice.\r\n'