Reflective Piece Final assignment portfolio

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THE UNIVERSITY OF THE WEST INDIES

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Undergraduate Coursework Accountability Statement (To be completed by student)

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ACADEMIC YEAR: _______2013/2014_________ SEMESTER: ________________1_______________

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COURSE CODE: ___EDLM 1002__________________ TITLE: __________________FOUNDATIONS OF REFLECTIVE
PRACTICE_________________

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NAME: ________Rose Gordon_____________________ ID: ____________312100465__________________

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I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources
have been properly acknowledged.
I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism.
I certify that this paper contains no plagiarised material.
I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized
collaboration) in its preparation.
I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to
any other educational institution.

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In the case of group work:
I certify that the individual work of each member of the group has been clearly indicated;
that where no such indication has been given, I take the responsibility for the work as if it were the section of the paper for
which I am solely responsible; and
that I have not collaborated with any members of the group to breach the University’s regulations.

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Signature: ……………………Rose Gordon………………………….

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Date: ……………………………December 15, 2013……………………….

This portfolio comprise a semester’s worth of work in the Foundation of
Reflective Practice EDLM 1002 course at the University of the West Indies open campus.
The portfolio should be read as an overview of my development as a reflective practitioner.
Also, it should be seen as an evolving set of documents. As the role of the teacher
becomes more complex, so too must the pedagogy that surrounds it. While I find that all
the documents contained are important in their own ways particular attention should be
paid to the stages of development in the reflective journals and reflective pieces. These
documents provide the highlights of what I learned during this semester.
As this semester progressed, my understanding of the importance of reflective
practice in professional and personal practice grew with my understanding of the theories
and principles that surrounds it. As the benefits of reflection carried out in reflective
practice on my professional work and personal life became clearer, my writings reflected
that upon reviewing the work that I have submitted in this portfolio, I find that it is
consistent with the theories of reflection based around reflective practice. Upon leaving
this course, I will take away many of the principles that are associated with reflection and
reflective practice . The activities done in the discussion forums, journal writings, group
collaborative tasks will help me in my future development. My future as a teacher will
require that I keep these principles in high esteem. As teachers, we must never stop
carrying out the process of reflection as this will help us to keep trying new and
innovative ways to reach our students.

Till that moment I had never realised what it means to be a
reflective practitioner. When I saw the door open, I
stepped inside to unfold the mystery, it was then I saw the
deep waters that separate me from unfolding the truth.
The only way out was stepping through the looming
danger.

By the end of this course I should be able to :
Practice ethical behaviours while carrying out practice.
Apply principles of reflective practice to professional
practice.
Demonstrate the ability to analyse, evaluate and solve
problems using the principles of reflective practice.
Demonstrate characteristics associated with reflective
practice.
Collaborate willingly with colleagues and peers in order to
solve complex problems.
Detect behaviours that are opposed to reflective practice.
Apply reflective principles to analyze complex systems of
importance to society.

Apply the necessary technological tools to solving

complex design problems.

A professional portfolio could be described as a collection
of material put together in a meaningful way to
demonstrate the practice and learning of an educational
practitioner. A portfolio provides a space in which you can
plan and reflect in depth on your practice, helping you
identify your strengths and ways on building these. (What
is a portfolio 2008) . This portfolio is created basically as a
means of showing my growth or change overtime, to track
the development of performances, to document progress
towards standards and to document achievement for
grading purposes. It will also serve as a means for reflection
on progress towards my goals as it relates to striving to
become a successful reflective practitioner.

EQUATING REFLECTIVE
PRACTICE WITH PROFESSIONAL
PRACTICE.

Reflection is a way in which professional bridge the theory
–practice gap. Reflection enables one to uncover knowledge
in and on action . Practitioner develop practical knowledge
and working intelligence as they make sense of their work
in theoretical ways. Reflection raises awareness that
enlivens and charges practice. (Deutsch & Sherwood
Freshwater, 2005). Evidence suggests that reflection
benefits learning by integrating theory and practice. It also
shows that it promotes intellectual growth because it is
cyclical rather than linear. It also develops skills that make
practitioners more confident. (Duetsch, Freshwater &
Sherwood 2005) . Reflection on action is retrospective and
allow practitioners to recount an event in order to discover
the knowledge used by analyzing and interpreting the
information recalled.

The primary benefit of reflective practice for teachers is a deeper
understanding of their own teaching style and ultimately greater
effectiveness as a teacher . Other specific benefits include the validation of
a teacher’s ideals, beneficial challenges to tradition, the recognition of
teaching as artistry and respect for diversity in applying theory to
classroom practice. Reflecting on teaching is frequently cited as a
fundamental practice for personal and professional growth. Although for
many it remains a slightly woolly, abstract concept with no real practical
benefit. Because there is no teaching template, competent academics
continually reflect on their teaching, critically analyzing and evaluating
their own practices, taking the opportunity to learn from each teaching
session. (Surgenor2011)

Through reflection, teachers are made aware of the theory and motives
behind their own teaching, reflect on this and take deliberate steps to
develop. Reflecting at this point will result in pulling practitioner out of
“auto pilot” causing them to focus on some part of their teaching (Surgenor
2011). Since we rarely have full awareness of what we are doing and since
we frequently misread how others perceive our actions, an uncritical stance
towards our practice sets us up for a lifetime of frustrations. Our inability to
control what looks like chaos becomes, to our eyes, evidence of our
incompetence (Brookefield 1995). In order to break the vicious cycle of
blame and innocence is the main reason why I should develop the habit of
critical reflection as it is crucial for survival. Although a critical reflective
stance might not win us a teachers easy promotion or friends, it helps us to
avoid feelings depressed when their democratic and respectful behaviour
towards students and colleagues are interpreted as manipulative and aloof.
It also increases our chance of survival in the classroom with enough sense
of purpose to have some real effective impact on those they teach. By being
committed to critical reflection will help me as a teacher to constantly
research how my students perceive my use of experiential methods such as
journals, portfolios and logs.

This will allow me to get inside their heads to check whether or not my
instructions are unwittingly encouraging students t produce certain
kinds of revelations. If it is revealed that this is the case, then I will be
able to take steps to address this publicly. Brookfield (1995). The
teacher who is critically reflective is able to stand outside her practice
and see what she does from a wide perspective. Learning from and
through experience is therefore at the heart of reflective practice.
(International staff 2012)

In order to gather information to carry out reflection to create a balance
there are different things that I can do as a teacher:
•Keeping a diary – This is the easiest way to begin the process of
reflection since it is purely personal. After each lesson I could write in a
notebook what happened. I may also describe your own reactions and
feelings along with those you observed on the part of the students.
•Peer Observation – Invite a colleague to come into the class to collect
information about my lesson. This will relate back to the areas I have
identified to reflect upon.
Recording Lessons – Video or audio recording of lessons can provide
very useful information for reflection. Audio recordings can be useful
for considering aspects of teacher talks:
How much do you talk
What about
Are instructions and explanations clear

How much time do you allocate to student talk
How much do you respond to student talk. Video recordings can be

useful in showing you aspects of your own behaviour.
Where do you stand
Who do you speak to
How much do you come across to your students
•Students Feedback - Students could be asked what they think about
what goes on in the classroom. Their opinions and perceptions can add
a different and valuable perspective.

• Clinical Supervision - This has been defined as an exchange between

professional skills. It involves the meeting of two or more people who
examine a piece of work. According to Wright (1989) the work is
presented and together the people think about what is happening and
why, what was done or said, how it was handled, could it have been
handled better or differently, and if so, how. (Duetsch, Freshwater &
Sherwood 2005).
• Poetry – Any inspiration or issue can be the basis of a poem . Practice
experiences and hectic schedules can stir up a lot of emotions and
thoughts. Poetry happens when the words come. Teachers should
systematically record their responses to their poetry, explaining how
and why they wrote it, and for whom and the meaning in relation to
their practice reflections.
• Reading books – In order to learn more and deepen one’s insight into
reflection reading books can be a useful strategy.

Collaborative Learning

Collaborative learning requires working together toward a common
goal. Although this type of learning has been called by various
names, the one thing they have in common is that they all incorporate
group work. This type of environment meant that as student we were
responsible for one another learning as well as our own and that
reaching the goal implies that students have helped each other to
understand and learn. Collaborative learning was aimed at getting the
students to take almost full responsibility for working
together, building knowledge together, changing and evolving together
and of course, improving together. Collaborative learning shifted the
responsibility for learning to us as students in the role of “researcher”
and self directed learner.

GROUP CONVERSATION VIA SKYPE
 [11/24/2013 9:54:08 AM] Kamla Ramharack: hey rose wat was ur score?

 [11/24/2013 9:54:22 AM] Kamla Ramharack: i know u told me venessa
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got 16
[11/24/2013 9:54:53 AM] Kamla Ramharack: i got 20
[11/24/2013 11:13:21 AM] Kamla Ramharack: venessa sent me the
powerpoint an i think all it need is a song. we can probably used the
song I BELIVE I CAN FLY.
[11/24/2013 12:02:02 PM] Kamla Ramharack: i emailed you part of the
assignment. Let me know if im on the rite track and jow i can improve
on it.
[11/24/2013 2:24:56 PM] Kamla Ramharack: hey rose i made some
changes to the powerpoint for my piece so u can check it from there
[11/24/2013 6:10:50 PM] Rose Gordon: u are on the right track.the
powerpoint needs a voice to it to give a narrative of what is written.I am
going to add a concluding part to it.I tried to email it to Venessa but it

 [11/25/2013 6:19:08 AM] Kamla Ramharack: ok great. in the powerpoint
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are some information with the self assessment an relationship building
from venessa an i
[11/25/2013 6:20:04 AM] Kamla Ramharack: let me know if you need
more information ok
[11/25/2013 6:20:33 AM] Kamla Ramharack: lastnite my internet went
down dats y i was offline. Sorry for d inconvienience
[11/25/2013 6:22:58 AM] Rose Gordon: understandable especially with
the uncertainty of technology.
[11/25/2013 6:23:06 AM] Kamla Ramharack: thank u
[11/25/2013 6:23:42 AM] Kamla Ramharack: i saw it came back on this
morning so i hope it stays on forever lol
[11/25/2013 6:25:22 AM] Rose Gordon: hope so mine act up
sometimes.keep working on ur individual piece.

 [11/25/2013 6:27:46 AM] Kamla Ramharack: will do

 [11/25/2013 7:27:53 AM] Rose Gordon: I am wondering how we are to go

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about submitting the assignment.Should we submit all three section
differently
[11/25/2013 7:43:15 AM] Kamla Ramharack: normally its one attachment
rite?
[11/25/2013 7:43:42 AM] Kamla Ramharack: so can we attach it as a file
and out everything in one?
[11/25/2013 7:43:56 AM] Kamla Ramharack: put*
[11/25/2013 7:55:01 AM] Rose Gordon: thats what i am wondering.I sent
a message to the etutor
[11/25/2013 7:55:52 AM] Kamla Ramharack: ok lets hear wat she says

Benefits gained from Collaborative Learning
The fact that we were actively exchanging, debating and negotiating
ideas within our groups increased my interest in learning. Importantly by
engaging in discussions and taking responsibility for our learning, as a
student I was encouraged to become a critical thinker. As a result, I am
able to retain the information for a longer time and am more satisfied with
my course of study. The network – based collaboration provided
opportunities for more equity in group work than actual face to face. It is
the belief of researchers such as Cohen, 1994; Johnson, Johnson and
Holubee, 1993; Kessler, 1992 that in face- to face setting the decision
making is often contingent upon which student has the loudest voice or
most confidence in target language. ICT tools such as discussion boards or
web logs have worked in equalling the playing field in some respect
because students who shy at voicing their opinion face-to-face had the
opportunity to express themselves and take their time to think out
carefully what exactly they wish to say. (Dooly 2008).

In collaborative endeavours, students inevitably encountered
differences and had to grapple with recognizing and working with it.
Building the capacities for tolerating or resolving differences, building
agreement that honours all the voices in the group, caring how others
are doing are crucial aspects of living in a community and working
together in the professional environment . Cultivation of
teamwork, community building and leadership skills are legitimate and
valuable classroom goals. They are vital attributes that a reflective
practitioner must develop and maintain. Participation in group work
done during the course Reflective Practice provided me with the
opportunity to analyze, synthesize and evaluate ideas cooperatively. It
facilitated discussion and interaction and helped us to learn from each
others scholarship, skills and experiences. Group members had to go
beyond mere statements of opinion by giving reasons for their
judgements and reflecting upon the criteria employed in making these
judgements.

Thus each opinion was subject to careful scrutiny. The ability to
admit that ones initial opinion may have been incorrect or partially
flawed was valued. Although there were negative aspects of this kind
of learning such as wasted time explaining material to others the
overall benefits gained were more rewarding. Overall, it helped me in
gaining understanding, allowed for pooling of knowledge and
experience, you got helpful feedback and new perspectives. It helped
the social and emotional aspects because it allowed for the forming of
new relationships, allowed for greater responsibility for myself and the
group and allowed for a more relaxed atmosphere which made
problem solving easier and full of fun.

The most obvious thing that I discovered however was the advantages
of working as part of a group. I learned that good teamwork is the key
to success in completing activities especially when time and resources
are limited. Everyone had their own point of view which allowed for the
production of many different ideas. I found that the energy of group
participation made me feel more energetic about contributing
something. I also found out that every individual has strengths,
weaknesses and limitations and working with a group help me to
discover what these are. I have learnt that even the simplest things on
earth can be turned into something amazing if the group put enough
creativity and effort in working on them.

SELF REFLECTIVE PIECES AND ETUTORS COMMENTS
Comments for Assignment 1
Interpretation
 All aspect of task done

 Understood what assignment required (used essay form instead of

sections)
 Sourced evidence for areas required and demonstrated analysis of
literature
 Used findings to generate product

UNDERSTANDING OF REFLECTIVE PRACTICE
 Identifies appropriate definition
 Understood reflective qualities
 Fairly good attempt at demonstrating reflective
qualities and
 Provided justifications for suggestions
 With inadequate use of literature

Comments for Reflective Journal 6
Hello Rose,
Commendation on your effort in forming the team ,playing the game and
writing your reflections. Noticed you have written all three reflections in
one journal entry -prior to (preparation), during (implementation) and
after the experience (conclusion).Evidence of supporting literature. Note
the following omissions.

Omissions:
 You have forgotten to include pieces of the routine activities you
identified and engaged in as a team, See Section C Activity 3.8
 Need to select and share one of your reflections with the team as a
means of improving the team. You can post this response in the
respective Unit forum. Then record feedback in your journal entries
 You have forgotten to cite the URL for the game
 Omitted to identify a team member who will represent the group in the
final tournament ,See Section b Activity 3.8
 Scores for /result of Tournament was not indicated

REFLECTIVE QUALITY
 Validated strengths and weaknesses
 Evidence of contextual relevance (consistent with product chosen)
 Intellectual quality, show evidence of a degree of theoretical

principles/insights from overt actions, thoughts and feelings
 Supportive arguments given to specify learning ,change and
development experienced
 Responded to journal feedback

AUTHENTICITY/CREDIBILITY
 Credibility/authenticity of claims, suggestions, ideas etc presented
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(good)
Quality of claims, suggestions and recommendations (Satisfactory)
Sourcing of evidence for areas required
(Fairly good)
Logical organization of work(Good,, Although sections were not
specified, answers were given in correct sequence),
Paper was written in required APA formant, citing in text fairly good
had a few errors.

Reflecting on Self
In order to assess myself to see how much I have grown, I must do
some reflecting to evaluate those qualities that I now possess that will
make me a successful reflective practitioner and effective teacher. To
begin I must ask myself some piercing questions such as; what qualities
do I now possess that will make me an effective practitioner/teacher?
What one quality would my students use to describe me in terms of
effectiveness, as a disciplinarian, in terms of my relationship with
them. What one quality would my colleague and critical friend use to
describe me in terms of dealing with problems, in terms of my
relationship with them? I must also reflect on the work done
throughout the course foundations of reflective practice and critically
analyse myself against the standards of reflective practice by
questioning.

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Were my postings for learning activities reflective in nature?
Did I make use of feedback from my facilitator to improve my writings.
Did I validate the contribution of others?
Did I assist others in solving problems?
Did I make attempt to build relationships in the learning exchange?
Did I do continuous self assessment in my postings and comments?
Did I display self management in terms of pacing based on schedule
and guidelines since starting the course?
 Have I made any improvement in terms of the use of various resources?
Analysing the work done since embarking on this course and the various
entries available to be placed in my portfolio. I can say that there has
been some remarkable growth in the area of reflective practice. At the
beginning of the course, I struggled to understand

the many concepts and definitions and writing a reflective piece in my
journal. I also struggled with the use of some of the resources
encountered. However, as my understanding of the reflective practice
and reflection grew, through analysing comments and feedback from
my facilitator, researching, validating contribution of others and
collaborative learning, I was able to improve in writing reflectively and
using tangible aspects of technology to facilitate learning.
I now realize that my strengths lies in assisting others in solving
problems, building relationships through teamwork, making
connections between an event and my knowledge, combining the
various resources to enhance learning, critically analysing using
description, comprehension and evaluation and using reflection as a
means of learning.

Limitations are evident in how I write reflectively to
include many perspectives; hypothesize about what
might have happened had a different course been
chosen, be consistent in bringing views represented in
the literature of the area I am reflecting on and showing
awareness of strengths and weaknesses. The way
forward is to ensure that these gaps and limitations are
corrected during writings.

MEASURING MY GROWTH
Activity 1.1 Saturday, 21 September 2013, 9:49 PM
The song “You can get it if you really want” brings about a mood that allows for
reflection. As I reflect I realized more that it is through determination and the
drive to succeed that I will be able to achieve whatever goals I set out to achieve in
life. As I listened to the line “got your mind set on a dream, you can get it though
harder they seem now,” there was a period of meditating on my dreams and
aspirations. I found out that after a while, I was nodding my head in agreement
with the fact that though the dreams may seem hard to achieve now, it is possible
if I just try harder and harder each day. I finally started believing that despite the
challenges that may come while moving towards a goal, it is possible to be a victor.
I was motivated to say to my fellow classmates that if we put our all in it and
believe in ourselves we can overcome the challenges we face as we embark on our
journey towards become leaders that are reflective practitioners. Despite the
challenges we face as we study we should not give up but try until we reach our
final destination.

Activity 1.2a Saturday, 21 September 2013, 9:49 PM
A learner practioner is an adult who uses experience
from various situations or settings as a tool for
improving practice and achieving goals set out to be
achieved. This adult then uses what is learnt to improve
self.
learner+experience+improve practice=learner practioner

Activity 1.3
Hi all,
Similarities
A learner practioner is perceive as:
 An adult learner.
 One with a drive for learning.
 One who places emphasis on developing self.
 One who learns in various types of settings and situations.
 One difference however is the perception of one who constantly
engages in reflective practice.

Activity 1.7 Saturday, 21 September 2013, 10:37 PM
The domains that I have addressed are the cognitive, affective and physical. In
looking back at my profiles, I realize that Kaween's case can be used for my
benefit because it allows me to start becoming aware of the limitations I have. It
serves as a motivating force because I now start thinking of strategies that I can
use to improve these. It is an eye opener to the strength I possess. It motivates me
to start making best use of the strength I have, and to work on maintaining them.
I am now beginning to work on those areas of limitations I have. It helps me to
realize in order to become a learner practioner I have to constantly work on the
areas of limitations to improve myself. It helps me to realize that I have to
challenge the habits that limit me from using knowledge in a strategic way.
Reference
http://courses.open.uwi.edu/pluginfile.php/15439/mod_resource/content/9/EDL
M1002%20unit%201_rev.pdf

Activity 2.2 Friday, 13 September 2013, 8:46 PM
Hi Kamla
The following definitions are helpful to me because they allow me to
understand that the term reflection should be defined in such a way that
it does not give a vague meaning. The first two did not allow me to
understand exactly what is expected of me in becoming a reflective
practitioner. They merely allow me to look back in the past. There is no
guide as to how to move into the future. John’s definition, although a
little clearer, as to what reflection is still needed more clarity in order to
help me define what my goal is. Reid makes the term much clearer
because by giving a precise set of activities to follow.
 Unit 2 – Exploring Multiple Meanings of Reflective Practice

Activity 2.3 Friday, 13 September 2013, 9:14 PM

Hi Nadia
In looking back at how the term reflection has been use on numerous
occasions the ideas that come to mind are:
(1) A mirror look on experiences and practices, analysing them and using
the lessons learnt to improve on future practices.
(2) A process by which one evaluates and analyzes experiences and use
them to improve future practices.
A process by which one become cognisant of the fact that reflection
should be a daily part of one’s life if such individual is to build self and
character. Quitting is no option for one who desires to be a reflective
practitioner.
Unit 2 – Exploring Multiple Meanings of Reflective Practice

Activity 2.4

In assessing myself, I realized that I have also been exposed to all the
perspectives of reflection. As a human, I have engaged in having
thoughts, feeling and carried out actions that are superficial. Times when
I have done critique of myself which is based on a personal or
professional basis. This includes thinking about the problems I face
everyday both professionally and personally. I sometimes spend alot of
time seeking out ways to address and solve these. I have been engaged in
situations both personally and professionally where I had to apply
knowledge and skills that have been learnt to immediately address
concerns and problems of interest.

 This is mostly done in situations where I had to meet an immediate

need. There have been situations where I had to use the experience that
I have gain to allow myself to gain sense to use as a tool for developing
gradually as I move along the path of life. I am now aware that
reflection is not limited to personal landscape only but to the
professional as well. We must pay attention to the fact that attitude
knowledge base and skills are vital to the reflective process. This course
is now given me a new insight in how to carry out reflection in order to
improve myself both personally and professionally. As I continue to
read the units in this course I have realized that I have embarked on
the perspective which is a learning process. I am beginning to build
meaning from experience using various strategies.
 Reference
 Unit 2-Exploring multiple meaning of Reflective Practice

Activity 2.5

 Hi all

In analyzing my classmate’s perspectives on reflection and reflective
practice I realized we all share the same view. David Boud, Rosemary
Keogh and David Walker have described reflection as a process of turning
experience into learning, the way of re-examining the messy and
sometimes confusing nature of experience in order to learn new things
from it. This is similar to my perspective from reflection which is a
learning process in which we use experiences that are confusing to learn
from and build new ones from it. This endorses my belief that if we focus
on the thoughts and emotions that go along with our experience, which
start out as new, unprocessed material that can lead to a great amount of
sense making.

Donald Schoon, a researcher, idea of reflective practice is similar to mine as it
shows a unique relationship between the learner as an apprentice and the
educator as a coach. I am of the belief that sufficient challenge and support are
necessary to scaffold the learner towards increasing levels of competence. This
scaffolding through coaching, I endorse because there are times when areas of
professional practice becomes bleak, gray and messy and answers to confronting
these problems are not clear cut. It is therefore important at this stage that the
learner gets some form of support. This is especially important in the teaching
and learning process where the learner needs to be assisted to increase levels of
competence.

Hoyles portrays professionalism as the quality of one’s practice. He shares
my belief that the behaviours that are exhibited by a professional are what
exhibit such individual professionalism. Mel Gray and Stephen A Webb
believe that practicing values and believing in them is an active process
that depends on ethical commitment. This is similar to my perspective
because I believe it is a virtue to be committed to an ethical stance. I am
of the perspective that in order to make this commitment indicates some
argument of seriousness.

Activity 2.9 Sunday, 20 October 2013, 6:08 PM
Hi all,
Good job. I agree with all the characteristics you have
mentioned. I must add goal orientated, reflective, self
directed, time manager, learning orientated, team player
and optimistic. All these characteristics that are
associated with a learner practitioner tells me that it
takes a lot of hard work and determination to reach this
goal. What says you all?

Activity 3.1 Thursday, 10 October 2013, 10:00 PM
I also agree that there would be some amount of reflection during the
process of trying to reproduce the image. Thoughtful deliberation would
have to be done to devise a solution. There would definitely be some
amount of collaborating to get others perspective on how to go about it.
Collaborating would also be done most likely with an expert to get an idea
of the devices that could be used to get it done. There is no doubt that
once this information is gained, there would be a trial and error stage in
order to reproduce it. There would be constant thinking about it until
some solution is reached.

Activity 3.3
Hi all,
My selected model is Gibbs, I believe that his model
emphasizes reflection as a learning process of change or
transformation. What are your views on how he portrays
the process?

GIBBS CYCLE OF REFLECTION
learner practitioner
give thoughtful
deliberation to feelings
by asking himself some
questions

starts out by giving
detail description of
the behaviour or event
experience

makes an evaluation of
the experience event or
behaviour

thinks and decides on a
plan of action if the
situation re occurs

analyses situation to
see if he can make
sense from it

explores all the issues
coming out of the
situation and think of
solutions

An individual who is using this model would display behaviours that are
shown in all stages. Such an individual would be engaged in thoughtful
deliberation, critical analysis and evolution of the situation or behaviour.
They would endeavor to make plans as to the necessary action to take
after making a detail assessment of the situation as it relates to the issues
that arise. There would be preparation of an action in the event of
reoccurrence.
In reviewing my profile I realize I need to add the principles of constantly
evaluating and exploring issues in order to be ready with a plan of action
if the situation should arise again.

Activity 3.4
Hi all,
Ben Carson was reflective because he was able to look back at the
experience he had as a child and used it as a learning one to improve his
practice. The experience which was dull, bleak and full of negativity was
transformed by him into a positive one. As a result he was able to see his
mother as a powerful influence in his life despite the challenges that were
imposed on him by her. He displayed a positive attitude towards the
intervention his mother made while he was going through the experience
of not doing well in school. He reflected on how the experience though
negative, brought about a positive solution to his problems.

 He was able to use the experience to develop the attitude of reading

literatures which changed his own perception of whom he was. His
focus was on the positives that came out of the situation and not on the
negatives that he experienced. This allowed him to establish a
scholarship to assist children who found themselves in the same
situation. This also is a sign of reflection, as a plan of action was put in
place to counteract other situations that might occur.

 The mother showed some signs of reflectivity because she was able to

come up with a solution to his problem of low grades. She used her
experience that results in her not being able to read, to devise a way out
of the problem. She did not allow her situation to hinder her from
ensuring that he read the books. Cuban Golding was also being
reflective, because he used the experience from Ben Carson’s situation
to motivate him to think about positive solutions that could help him
to improve his practice. Ben Carson used his experience as a learning
situation that helped in during his practice

.The experience through unpleasant was used as a means of propelling
him forward to positively think of solutions to problems while practicing,
rather than giving up. There are many who are now using Ben Carson’s
story as a means of propelling them forward. This further shows me that
the focus of reflective practitioner should be devising a solution for
problems that are faced rather than spending time on the negatives. I
have also learnt that by reading literatures and doing research one will be
able to come upon experiences of others that can impact on us and assist
us in devising solutions to problems.

Activity 3.7 Thursday, 3 October 2013, 10:26 PM
Hi all,
The activities that I engaged in when I have a group task involves;
After selecting members, engage in thoughtful deliberation about the
activity to be completed.
Make an analysis of tasks to be carried out to make sense of it.
Carry out exploration of the issues that are to be dealt with in the activity.
Devise a plan on how to deal with the activity to get the best results and
assigned areas to different individuals.
Decide on a time when all the pieces should come together.

The difficulties that arise in these types of activities is to get all the group
members to be fully engaged in the activity so that it can be completed on
time; and to get them to meet at the time specified; to get them to work as
a team and be committed and to get them to complete the task at hand.
In dealing with these issues, I have tried to find out issues that maybe a
setback for them and try to work cooperatively to initiate the necessary
changes that will reap success. I have tried to be constantly in touch
especially in the online environment. I have tried to encourage them to
keep working for their success. The last resort was always to find another
group that is willing to cooperate.

Activity 4.1
Hi Alvin,
I got the same synonyms. They are skill, knowledge,
expertise, knowhow, equipment, machinery, tool.
It is indeed interesting to know that the first four are
synonyms.

Activity 4.2

Perspectives of Technology
Engineers, technologists and technicians are closely related in their view
of technology. They see it as the process of construction based on
systematic engineering knowledge of how to design artifacts. Social
scientists refer technology to the organization of knowledge for the
achievement of practical purposes as well as nay tool or technique of
doing or making, by which capability is extended. Solomon (2000)
defines technology as the systematic application of all sources of
organized knowledge (i.e. literature, science, the arts) suggesting that art,
craft, and science all have roles to play in technology application.
Luppicini(2005). Braham (1977) defines technology as the organization of
activities design to assist humans’ adaptation to, participate in and
utilization of the environment. Luppicini (2005)

In analyzing the different perspectives on technology, I realize that they
are similar in that they combine both the tangible resources such as
machine, tool and equipment and the intangible one such as knowledge
skill and intellect. It is interesting to realize that all endorse the
systematic application of all sources of knowledge. I now realize that
application of knowledge is vital to the reflective process.
My Working definition:
Technology is the systematic application of the tangible and intangible
resources for the achievement of intellectual and practical purposes as far
as the capability is extended.
Reference: Luppicini Rocci(2005) A systematic definition of Educational
Technology in Society Retrieved from
website; www.ifets.info/journals/8_3/10.pdf.

He puts forward the idea that he would use his power to convince the
team members whom he feels may not endorse his idea that the vegetable
is what he said it was.(core value)The character Popeye presented his
philosophy, theory and core value in such a way that showed he held this
belief strongly inwardly also. This shows that as developing reflective
practitioners we should be consistent when demonstrating the principles
that guides reflective practice.

Activity 5.1 Sunday, 27 October 2013, 6:55 PM

Hi Shelly,
I believe that the character Popeye had a mindset for
practice(philosophy).He had a personal view that has influenced his
personal way of life. This mindset was that the spinach was the best
power packed gourmet. This view he uses to influence others to believe in
the spinach as being power packed. He obviously used the scientific
principles of research to convince the team by showing the relationship
between the spinach and power. This power most likely is strength
related.

Activity 6.1 Thursday, 14 November 2013, 9:46 PM
I was taken aback to see a nun sitting among the audience. There was a
bit of annoyance at the reaction of the lead singer whom I felt was
allowing the characteristics of the physical place to cause her to have a
feeling of fear. I was a bit taken aback to see the manner in which the
nun displayed her emotions while leading the choir. There was a feeling
of joy however when I realized that as humans we have the power to
control the state of our internal environment. This shows that the
internal environment can influence the external and viceversa. Although the movie displayed the idea that a cultural norm can
influence the expectations of a group, it was quite pleasing to realize that
it showed the power humans have over their emotions.
Reference
Unit 6 – Exploring the context for Reflective Practice

As an individual with feelings, I would be hurt. The first thought that
would come to mind is to find some way to discipline such person for
being insolent and disrespectful. However, as the teacher I would not
allow my emotions to get the better of me. I would allow myself time to
get a spirit of calm, and then seek to get some answers from the student
regarding the matter. I would then highlight the individual on the
negative message that such writing can communicate about him/her and
the kind of environment that it can create. The fact that I was made
aware of how I should go about dealing with situations when writing in
the on-line-medium, I would give the individual some updates on these.
if they are not known or remind him or her if they are not known.

 Activity 6.4 Thursday, 14 November 2013, 9:48 PM

Hi all,
The writing in the journal entry is bold where the individual wants to
highlight emotions that show anger. The words that are specifically
highlighted are done so to let the reader aware of how the individual
feels. This is how the writer expresses emotions in a negative way in
order to ensure that the reader gets the message of disrespect shown
towards him or her.

Reflective practice is concerned mainly with solving problems; therefore
it implies that we have to implement some form of solution. Therefore,
we have to find the most appropriate way to express our emotions so that
we do not hamper the process through which we should achieve our goals
or solve problems. I really appreciate the idea put forward that reflective
practice requires that reflective practitioners act as a model or
reference. It gives some fundamental values and patterns of behaviour
that a reflective practitioner should display. One of such is
responsibility. This is the careful consideration of the consequences of
one’s actions, especially as they affect others. Ethics is another criterion
in reflective practice that is put forward for a reflective practitioner. One
aspect I endorse specially.

Is that which states that as reflective practitioners, we are suppose to
honor human dignity and emotional wellness; and that such
individuals should model respect for spiritual and cultural values, social
justice, confidentiality, freedom, democracy and the
environment. Therefore in order to respond to this writer, I would ensure
that I do not use texts that convey negative emotions. I would ensure that
I do not express my emotions in a disrespectful way and make comments
that are destructive.
I realize through reading and research that writing is a powerful
psychosocial medium that can be used in a positive and negative
way. Therefore, I would convey my ideas in such a manner that the
message is sent in a tactful way, shows respect, free from destructive
comments and has an inviting tone.

UNIT 1-8 REFLECTIONS
Journal Entry 1 Saturday, 28 September 2013, 12:28 AM
I have been, to a certain extent, successful in accomplishing the objectives
that were set out in unit one. I have been able to do an analysis of the
different perspectives of learner practitioner. It is by doing so I was able to
form my own perspective that it is an adult who uses experience from
various situations or settings as a tool for improving self and
achieving goals that are set out to be achieve.
I have also analysed my personal readiness and realised that there is still
room for improvement. I am now cognisant of the fact that I have to
develop self awareness of the experiences I have, so that I can use them to
develop myself and improve my practice.

I now understand that it is important that I develop the attitude of
recording these experiences because by doing so they can be used to tell
stories that add to the credibility of my claim. The whole situation of
reading, recording, sharing and discussing and analysing allowed me to
understand that in order to develop fully as a reflective practitioner, I
have to constantly perform these activities in order to have a mirror look
on experiences and practices. The experience is an eye opener because I
now realise the importance of involving all the domains in carrying out
tasks. It has prompted me to make an assessment of my strengths and
limitations. This has propelled me to start devising strategies that will
help me to maintain my strengths and improve my weakness.

Thursday, 3 October 2013, 10:44 PM Journal Entry 2
In analysing all the perspectives of reflection and reflective practice. I
realized that they are similar to those of David Boud, Rosemary Leogh
and David Walker. These researchers have described reflection as a
process of turning experience into learning. The experience gained while
embarking on this course I realized can be turned into a learning
situation. The experiences, that seemed messy and confusing at the
beginning have prompted me to do some reflecting. As a result I have
learnt some new things from it.

The experience which started out as new and raw material is now making
a great amount of sense. I now realize that those who are placed in my
care while I carry out my daily task as an educator, needs sufficient
challenge and support to scaffold them towards increasing levels of
competence. I have also learnt that there are times when areas of
professional practice becomes “bleak, grey and messy” and answers to
confronting these problems are not clear cut. In order to become a learner
practitioner I have to learn to go about deciding on an action to resolve
the problems since “learner practitioners are self-directed and problemsolving oriented.” I have therefore resorted to taking time out to read
research and seek help in order to understand what is expected of me. By
carrying out these activities I will ensure that at the end of it all I will be
able to develop the attributes of a reflective practitioner.

Thursday, 3 October 2013, 11:06 PM
Journal Entry 3
In analyzing the different models of reflection, I realize that they are
similar in the perspective they share. They portray the complex nature of
activities that individuals have to take part in if they are to develop as a
reflective learner practitioner. The reflection process as I understand it
entails much. Journal Entry 1.ppt

 Thursday, 3 October 2013, 11:15 PM Journal Entry 4
In assessing myself with regards to the effort I put forward to be
reflective, I realize that my strengths lies in giving descriptive details
about situation being reflected; evaluating the situation; making an
analysis of it and giving thoughts to feelings. I realize however, that I am
not consistent in carrying out these complex activities in all
circumstances. As a result, I sometimes find myself just thinking about
the situation and what I should do. Therefore, the way forward for me is
to develop the habit of being consistent in carrying the activities required
in the cyclical reflective process. This is important because in aspiring to
be a leader, situation will always arise that have to be dealt with. This will
require me to be engaged in carrying out actions that will resolve or
rectify them even if the situation is uncomfortable

 Tuesday, 8 October 2013, 11:52 PM Journal Entry 5
In analyzing the video clip of Ben Carson reflecting on his childhood life,
I believe that it is possible to use a situation or experience that is
unpleasant to bring about a positive result of change. In dealing with
these experiences, a positive solution can only occur if I reflect by looking
at the situation from various angles. In doing so, I have to be careful that I
do not think about myself in such a way that it becomes destructive. This
type of attitude will prevent me from assessing any situation in a rational
way.

I observed that Ben’s mother was able to resolve his problem of getting
low grades by making him do a lot of reading of literatures on a regular
basis. I now realize that the reading of credible literature can be one
strategic action that I can take to find solutions to the problems I
encounter as I journey through this course and life in general . I am of the
view that Ben Carson was able to successfully complete his schooling and
become an excellent neurosurgeon because he continued to read credible
literatures, talk to experts, analyze possible solutions, implement a
planned solution and make regular assessment of what happened from
implementing solutions during his practice.

These steps are important in the life of anyone who seeks to become a
learner practitioner. Therefore, in order for me to be able to find solutions
to the problems I encounter in the classroom and during my journey
through this course and life, I will have to develop a more vigilant attitude
of reading on a regular basis and seeking assistance for those who are
experts, especially from experience gained. I have to ensure that in using
my experience as a learning process, I do not focus on the negatives only,
as this can limit my scope to do an analysis that will bring about a
solution. Instead, I have to concentrate on the positives because this is
what will help me to cope with undesirable feelings and manage my
emotions, so that I will be able to devise a plan of action that will bring
about a solution. Thanks to the Ben Carson story. It is a motivation to
move forward. I can now update my profile by adding that in reflecting, I
should remove any focus that is placed on the negatives.

Wednesday, 9 October 2013, 11:21 PM Journal Entry 6
Collaboration among peers is of vital importance in the life of one who
aims to become a reflective practitioner. Collegiality as a model to operate
a work place especially an educational organization is important. It
provides for the involvement of team members in decisions which affect
their person lives. The assumption is that the organization determines
policies and decisions through a process of discussion leading up to
consensus. After observing that one group was already formed, I took the
initiative to start a group, since a group activity had to be done in order to
help us develop that attitude of collaboration, which is vital to becoming a
reflective practitioner. It was not a challenge to build the team, but to get
immediate response from the members in order to move ahead with the
task ahead.

And first I felt frustrated but the literatures I read helped me to realize
that it made no sense to sit and complain to the point of frustration, or
complain but do nothing about it. These are not attributes of a reflective
practitioner. I learnt from them that once there are difficulties, there is
need for change whether in terms of my approach or how I perceive or
interpret the situation
After realizing that there was a difficulty in getting all members to come
together on Skype, I resorted to using the tutor exchange medium for
messages. In realizing that there were challenges here also, I had to get
assistance in getting emails to my group members. By doing so, I was able
to get feedback on the problems the members were facing.

I proceeded to document these and take measures to get assistance in
helping them to overcome them. In order to become a reflective
practitioner I knew I could not just ignore the problems and simply bear
the discomfort of us not achieving our goal at the end. I had to ensure
that team members are clear about the priority of the task and use an
appropriate strategy to accomplish it.
The way forward to accomplish the task was to take the decision to
communicate via facebook instead of Skype, since two members found a
suitable checker game that can be used to complete the activity. It
sometimes takes a change in our mode of communication to bring about
a change to a situation.

As reflective practitioners we have to reflect on habits we form from
doing routine activities or else we can develop mindsets or become fixed
in our way that we stifle our creative ability to solve problems. I have
learnt that complaining but doing nothing to influence change, joke
about what is happening to the detriment of self and others, complain to
the point of frustration are habits that are destructive to one who wishes
to be a learner practitioner.

- Saturday, 19 October 2013, 11:19 PM Journal Entry 7 Looking Back
Since embarking on the course foundations of reflective practice, I have
gained a wealth of experience through the different activities that I have
been engaged in from unit 1 through to unit 3. Through these I have
developed a conscious awareness regarding the domains of development
that are essential to help me to become a reflective practitioner. This
awareness I believe will create opportunities for my professional growth
and development. Achieving this level of consciousness awareness was no
easy task. However, through interacting with my peers in the discussion
forums, reading the course units, and doing research and analyzing the
story of Ben Carson and others, I was able to develop this level of
consciousness.

The experience so for allowed me to be actively involved in the learning
process which takes place as collaborative rather than isolated activities. It
allowed me to be engaged in activities where I had to gather information,
assess, critically analyze and evaluate others experience and perspectives.
As a result I have been able to start developing the attitude of reflecting
on my own experiences. Having reached this far in the course, it is now
time for me to do a further analysis of myself to see how much progress I
have made towards becoming a reflective practitioner. The experience
that had started out as confusing is now making sense since I have taken a
more open minded approach to the whole situation. I now have to ensure
that at all times I analyze myself from different angles and pay attention
to all aspects to ensure that I don’t overlook any aspects of domain that
needs to be develop. I will have to increase my pace in order to ensure that
I keep up with the rest of the course readings and activities

I will have rescheduled my time so that I will be more engaged in
recording my experiences so that I can use them to assist me in my future
developments. It is now time to look at in the minor and question myself.
What is it I need to change in order to develop the qualities of a reflective
practitioner?

 Sunday, 20 October 2013, 6:55 PM Journal Entry 8

It was not an easy task to complete assignment one and get it submitted
on time. The activity had me doing a lot of reflecting, researching and
going back to the course readings to assess and analyze information that
was given to decipher what was to be written. It was a bit easy to bring up
information from the journal entries and discussions that I took part in
because I had copies in a file jacket. This made it easier for me to get
through what I had to do. It really pays to keep records of things done. I
learnt to put together a file of activities done and website used from the
experience of getting overwhelmed at one point. This helps me to save
time which is essential in getting the different activities done while being
engaged in other activities at home and work. I now have to ensure that I
constantly evaluate my experience and reaction to be engaged in more
activities.


 Wednesday, 23 October 2013, 10:33 PM Journal Entry 9

It was not an easy task to get each other to play the game because of the
different activities that we are engaged in. However, we had to ensure
that we came up with a solution to ensure that the entire group played the
game. It was quite a task, but we got together and held discussions via
skpe and Facebook. Each person played a preliminary round before
actually playing the major rounds. This was to enable the individuals who
were not acquainted with the technological procedures to do so. My
teammate Ronalita who was more acquainted with the game and the
tangible aspects of technology coached me through the process. She was
able to do so from her collaborating with Ifuela. I was able to assist Alvin
to get through to the others via face book and skype so that he could be
involved in the process.

Ifuela and Ronalita played first and Ifuela won. The score was 2 –
0. Ronalita and I then played and she won. The score was 2 – 0. Ifuela
and I played next, the score was 2 – 1. After losing twice, I was out of the
competition. Ronalita and Alvin played next. Ronalita won. The score
was 2 – 1. This was followed by a match between Alvin and Ifuela. Ifuela
won with a score of 3 – 1. Afterwards Ronalita and Donna played. Donna
won with a score 3 – 1. The final match was played between Donna and
Ifuela. Donna won with a score 1 – 0.

Ifuela was declared the champion of the group. She will face the other
groups in the final tournament. While two members played, a selected
team member kept abreast of what was going on by conversing with the
played on skype. Information about the game was passed on to the other
members via face book messaging and skype. As a team, we learnt the
importance of collaboration and partnership. The building and
maintaining of this environment during the activities allowed for those of
us who had limitations to be able to improve them through the assistance
of the members who were strong in these areas. It was through this
partnership we were able to put together pictures to show the different
areas of play. All the members showed respect and concern for each
other. Ronalita was outstanding in the way she mentored us.

Wednesday, 23 October 2013, 10:34 PM Journal Entry 10
The experience during the process of playing took me through a lot of
critically thinking and analyzing. All the domains of development had to
come in play. While playing, I realised that I had to assess the moves
while playing from different angles in order to devise a strategy to prevent
my opponent from taking advantage of the moves I made. It is now time
to reflect on the experience of losing twice and identify the domains that
I need to continue working on in order to move forward with my
developmental process. I will have to ensure that my mental skills which
include creative thinking and problem solving are worked upon in order
to maintain balance in all the domains.

Friday, 1 November 2013, 10:09 PM Journal Entry 11
Since embarking on the unit on technology in unit 4 learning about the
tangible and intangible aspects of technology, I was now have an
awareness of how important it is to ensure that the information gathered
from the internet is credible, authentic and ethical. I am now able to
analyse and assess information even better to ensure that they meet these
criteria, through the experiences and knowledge gain as a learner
practitioner. This information is now helping me to select appropriate
materials that would assist me in preparing my lessons for the students in
the classroom and other assignments that I have to do for the various
courses.

The way forward is to continue reading, researching and engaging in
activities that will assist me to improve in these areas. I will now have to
resort to continuously challenging the habits that prevent the using of
self-knowledge in a strategic way

I have been able to share with my colleagues how important it is to
examine the credibility and authencity of information they get from the
internet. It is an achievement when the school population is enlightened
about an area. This also helps in its growth and achievement.
I have been able to share with my colleagues’ information on the
importance of examining the credibility and authencity of the
information they gathered from the internet. This is important because
we cannot just take information seen for granted. It has to be
assessed. My colleagues are now aware that technology entails tangible
and intangible aspects. I had to ensure that I opened their awareness to
this information. They knew of only tangible aspects.

This was possible because of the information gain while reading the
course unit four and playing the checker game. This activity has
enlightened me as to the different aspects of technology that one has to
combine in order to play this game. The process allowed for the
application of other forms of technology that were non-physical in nature
to get the activity done. An individual who desires to be a reflective
practitioner definitely has to learn to combine all these areas to be able to
solve everyday problems. The playing of the game has helped me to
realise how important it is to be able to use technological resources as a
means of collaborating with others. This collaborating can help us to find
solution to problems faced. I now understand why Braham defines
technology as the organization of activities designed to assist human’s
adaptation to, participation in, and utilization of the environment. (Rocci
2005)

Reflective Practise requires one to be able to find solutions for the
situations and problems we are faced with everyday in the different
environments. Some of these we will be able to deal with on our own
while others will require collaborating with others. As reflective
practioners we have to combine both the tangible resources such as
machine, tool and equipment and the intangible resources such as
knowledge, skills and intellect to help us to engage in activities design to
assist us to adapt to, participate in and utilise our environment.
By engaging in the checker game has enlightened me to the importance
of combining these aspects of technology.

 Friday, 1 November 2013, 10:12 PM Journal Entry 12 Self Assessment

Task
In assessing myself against the different areas displayed in the self
assessment task in unit 4.3 I realize that I have knowledge of most of the
areas. There were however, terms such as mind mapping tool,
collaborative calendaring and collaborative minds mapping that I was not
acquainted with, therefore I had to resort to researching to gain
knowledge on them. This assessment now opens my awareness to the
limitations I have in using the tangible aspects of technology. I now have
to ensure that I seek assistance to develop the skill of using the tangible
aspects of technology as this can help me to improve in my area of
work. The open mindedness attitude that I have developed is a useful
tool that propels me towards doing a lot of research, experimenting and
practicing to develop my skills in these areas.

Since it s a requirement to use the tangible aspects of technology in my
field of work, as a developing practitioner I have to snap out of the ‘mind
block’ I have towards learning to use these tangible technological
resources. I am now more open towards learning. As a result I have
found that I have the drive to learn more and more. I know it will take
time to become efficient but with constant practice and assistance sought
from experts I will overcome the barriers and challenges that I
face. When all the terms relating to technology are put together, and
assessed, they basically point to the same idea, to get things done.

It is important for me to note that the computer or other tangible aspects
of technology cannot on their own get things done. It requires me to
develop expertise, scientific knowledge and affective qualities such as
willingness to inquire and persevere in order to be able to use these types
of resources to solve my problems and achieve my goals as an
educator. Technology can help students to build important skills such as
communications, teamwork, critical thinking and problem solving. It
allows student to connect with others and do collaborative work with
them.

As a teacher I can use technology to find resources and attend
professional development seminars and conferences. I can also create
personal learning networks and other resources to find and share ideas
and resources and get support from my colleagues. Technology is
therefore a very powerful tool for education. It is therefore a very
powerful tool for collaborating. It is therefore time for me to be engaged
in appropriate actions that will help me to develop my areas of
weakness. Therefore, I have to ensure I develop the affective qualities in
order to develop my skills. To become a reflective practitioner requires
thes qualities.



 Saturday, 9 November 2013, 10:09 PM Journal Entry 13

My interaction with the different philosophical ideas in unit 5 has
prompted me to do some reflecting on my philosophy, practice and
contents of reflection. I have come to realize that my philosophy is more
associated with traditional practice because of my upbringing. There are
some actions that are guided by the beliefs and principles which are a
result of my social and spiritual upbringing. According to the course
readings, philosophy is a personal and collective world view that
influences cultural, personal and professional way of life.

Therefore if my philosophy is more associated with traditional practice
because of my social and spiritual upbringing it will influence the way I
reflect on situations. This can be really contrary to the way that I should
really carry out reflection in order to come up with solutions to
problems. It can also influence the way I interact with situations that
requires a certain standard of ethical behaviour.
Although I may be able to think critically with my present philosophical
perspectives, I will most likely carry out actions that are guided by these
beliefs and principles, which when assessed are to some extent contrary to
what is expected in reflective practice. Reflective practice requires that I
have a mindset that will not stifle my ability to solve problems.

Reflective practice is based on an ideology that claims that reality is
subjective and that there are multiple perspectives or meanings for the
same situation. The traditional practice is based on the belief that is just
one right answer to the question we have. Therefore, having a philosophy
that is based on traditional practice will have a negative impact on how I
reflect and carry out practice. Chances are I will never accept the
principles that are not consistent with my philosophy. The ability to
reflect is one quality above all that makes a good teacher and leader.

The process of reflection helps us to monitor our own development from
raw beginner to experienced professional (Hill 2013) It is a form of mental
processing that we use to achieve some anticipated outcomes. It is
applied to gain a better understanding of relatively complicated or
unstructured idea and is largely based on the reprocessing of knowledge,
understanding and possible outcomes that we already possess (Hill 2013).
Therefore it is imperative that I embrace the correct philosophy that will
help me to be engaged in the type of practice that does not lead me to
display unethical behaviours which will raise questions about my
integrity or authenticity. My philosophical perspective should be one that
will allow me to desist from abusing power and discriminating against
others.

The way forward is to get rid of any philosophy I have that is contrary to
what is required by reflective practice. I have to ensure that I develop the
right mindset which is required to carry out reflection. In order to
become a reflective practitioner I have to become my own observer and
critical friend or else the whole process of reflection for me will be
pointless. The contents of my reflection have to be such that, although
difficult and even sometimes threatening will help me not only to see my
successes but also to identify areas where there is need for
development. As a teacher and aspiring leader, I have to now ensure that
I do not embrace the type of philosophy that allows me to deal unfairly
with others or display characteristics that are contrary to those learnt in
the course readings.

The presentation of opinions, theories or advice isn’t
philosophy, doing philosophy involves rethinking about
things in a certain (rigorous questioning) way, offering
arguments for one’s idea, meeting arguments against
them and being prepared to change one’s mind (Lewis
2013). A reflective practitioner is one who does a lot of
rethinking and is prepared to change his or her stance if
such is contrary to what is expected in reflective
practice.

I was taken aback to see a nun sitting among the audience while I viewed
the movie. There was a bit of annoyance at the reaction of the lead singer
whom I felt was allowing the characteristics of the physical place to cause
her to have a feeling of fear. I was a bit taken aback to see the manner in
which the nun displayed her emotions while leading the choir.
There was a feeling of joy however when I realised that as humans we
have the power to control the state of our internal environment. This
shows that the internal environment can influence the external and viceversa. .

Although the movie displayed the idea that a cultural norm can influence
the expectations of a group, it was quite pleasing to realise that it showed
the power humans have over their emotions. I have learnt that in order
for me to be a reflective practitioner I must be able to control the state of
my internal environment. I now realise that I have to control my
emotions. I must therefore strive to ensure that I do so especially in my
working environment

 Friday, 15 November 2013, 11:22 PM Journal Entry 15

The writing in the journal entry shown in activity 6:4 is bold where the
individual wants to highlight emotions that show anger. The words that
are specifically highlighted are done so to let the reader aware of how the
individual feels. This is how the writer expresses emotions in a negative
way in order to ensure that the reader gets the message of disrespect
shown towards him or her. As an individual with feelings, I would be
hurt.

The first thought that would come to mind is to find some way to
discipline such person for being insolent and disrespectful. However, as
the teacher I would not allow my emotions to get the better of me. I
would allow myself time to get a spirit of calm, and then seek to get some
answers from the student regarding the matter. I would then highlight
the individual on the negative message that such writing can
communicate about him/her and the kind of environment that it can
create. The fact that I was made aware of how I should go about dealing
with situations when writing in the on-line-medium, I would give the
individual some updates on these if they are not known or remind him or
her if they are already known.

Reflective practice is concerned mainly with solving problems;
therefore it implies that we have to implement some form of
solution. Therefore, we have to find the most appropriate way to express
our emotions so that we do not hamper the process through which we
should achieve our goals or solve problems. I really appreciate the idea
put forward that reflective practice requires that reflective practitioners
act as a model or reference. It gives some fundamental values and
patterns of behaviour that a reflective practitioner should display. One of
such is responsibility. This is the

careful consideration of the consequences of one’s actions, especially as
they affect others. Ethics is another criterion in reflective practice that is
put forward for a reflective practitioner. One aspect I endorse specially. is
that which states that as reflective practitioners, we are suppose to
honour human dignity and emotional wellness; and that such
individuals should model respect for spiritual and cultural values, social
justice, confidentiality, freedom, democracy and the
environment. Therefore in order to respond to this writer, I would ensure
that I do not use texts that convey negative emotions. I would ensure that
I do not express my emotions in a disrespectful way and make comments
that are destructive.

I realize through reading and research that writing is a powerful
psychosocial medium that can be used in a positive and negative
way. Therefore, I would convey my ideas in such a manner that the
message is sent in a tactful way, shows respect, free from destructive
comments and has an inviting tone. The lesson learnt is that of ensuring
that my writings that seek to express my dissatisfaction are done in such a
manner that they do not cause a negative impact on the environment that
I interact with each day. I now understand that I have to be careful of how
I convey my feelings because this can either encourage or discourage
reflective conversation. It is the duty of a reflective practitioner to support
the application of ethical principles upon which reflective practice is
based. As a developing practitioner I have to endorse these principles.

 Tuesday, 19 November 2013, 10:49 PM Journal Entry 16

It is time again to be engaged in a group collaborative task. This task
requires us to assist a group member who is at the lower end of the
continuum and may be struggling to overcome the problems and barriers
that prevents them from engaging in the various activities effectively. As
we are placed in different groups, it is important that I just do not think
about myself, especially in the light of being disappointed, which can
become self destructive, but instead look at the situation as one in which
I can create new working relationship with others.

In aspiring to become a transformational leader, I realize that the ‘goal of
transformational leadership is to ‘transform’ people and organizations in
a literal sense, to change them in mind and heart, enlarge vision, insight,
and understanding; clarify purposes, make behaviour congruent with
beliefs, principles, or value, and bring about changes that are permanent,
self perpetuating and momentum building”. Transformational leadership
requires that leaders take actions to try to increase associates’ awareness
of what is right and important, to raise their motivational maturity and
move them to go beyond their own self interest for the good of the
group. These leaders attempt to optimize development not just
performance.

Therefore, I have to ensure that I approach this situation in such a
way that I don’t create problems for myself and others. As a reflective
learner- practitioner, I have to ensure that I take the necessary strategic
actions that will encourage the success of the collaborative activity. One
of such is ensuring that I approach the meetings set for working on the
task with an open mind, show respect for my peers, make worthwhile
contributions, ensure that my actions allow others to be comfortable
when putting forward their ideas and demonstrate flexibility. Group
activity is a routine task that we have to engage in daily at home, church,
and work and even in the community at large. It is therefore important
that I spend time to build team spirit rather than spend time complaining
to the point of frustration and do finger pointing rather than resolving the
problems. I must hold myself accountable for my team’s success.



As a middle manager in my organization I have to ensure that I
use the experiences gain in this course to help develop a team
orientated environment where team members contribute to the overall
success of the organization. The lesson learnt through the experience is
that “collegiality as a model to operate a workplace especially an
educational organization is important.” They have also helped me to
realize that without communication there is no way to express
thoughts, ideas and feelings within the organization. I am also better
able to understand that the importance of “words whether through a
paper, computer or a voice is a communication medium to convey
directions and provide synchronization”.

Most importantly I have learnt that sharing and collaborating with others
as a way of contributing to personal and professional development is what
makes one become a reflective practitioner. I am now better able to assist
my family, students and co-workers to engage in group activities without
becoming frustrated.

Friday, 29 November 2013, 8:47 PM Journal Entry 17 Profile of a Reflective
Practitioner
A reflective practitioner is supposed to act as model and reference;
therefore such individual should ensure that certain values and attitudes
are displayed during practice. As developing learner practitioners if we
fail to incorporate these attitudes and values in our practice it is likely to
affect and prevent reflectiveness. The reflective practitioner is supposed
to include in his or her practice some important fundamentals. These are
open-mindedness, responsibility and wholeheartedness.Openminndedness is a willingness to consider new evidence as it occurs and to
admit the possibility of error even in the beliefs that are dear to us.
(Abdou 2012)Responsibility takes in the careful

consideration of one’s actions, especially as they affect others.
Wholeheartedness refers essentially to the fact that when individuals are
thoroughly interested in a cause, they throw themselves into it with a
whole heart. Along with these are others which are entwined in one’s
ethical practice. These are care, respect, integrityand trust. The ethics of
care includes compassion, acceptance, interest and insight for developing
others interest. (Abdou 2012)Respect allows individuals to honour human
dignity, emotional wellness and cognitive development. Trust embodies
fairness, openness and honesty. In the ethical standard of integrity one
finds honesty, reliability and moral actions embodied.

As a developing learner practitioner, whose goal is to fully develop
the attitudes, values and skills of a reflective practitioner, it is imperative
for me to assess myself against these characteristics as well as those I
came across while reading unit 7.During the interaction with my peers in
the learning community, I realize that I displayed an open mind because I
was willing to accept error of my ideas that were incorrect and make the
necessary adjustments. There was a certain amount of responsibility
displayed because I ensured that during discussions I took careful
consideration of my actions in order not to cause any uncomfortable
situations in the external environment. Looking back I also realize that I
showed respect to other team members during the collaborative task
because I was not domineering and showed disregard to others feelings
and intellectual capacity

During the process of developing the learner’s profile I displayed a certain
degree of care and understanding to her needs. As a result I was able to
wholeheartedly put forward ideas that I believe will be able to help her. I
was willing to give assistance to those in my learning environment who
needed it.
This does not say that there aren’t areas of weakness that I need to
work on. I must acknowledge that there are, but I am using all the
different strategies that I learnt since embarking on this course to help me
to overcome these. I can proudly say that I have made great strides from
where I started. When I first started the experience was one of confusion.
It seemed like an uphill journey in total darkness

After gaining the understanding that the course requires you to be in
charge of you own learning I started reading and researching to gain more
insight into what reflective practice was about. I was able to start
developing the habit of writing and reflecting on what I read and
researched. What started out as chaos is now making a lot more sense to
me. I now take pleasure in assuming the role of peer mentor in my
learning environment. I have started encouraging my students and even
my colleagues to develop the habit of writing about their experience. I am
now better able to give intellectual, psycho and social support to others.

Discovering Self as a Reflective Leader
As I went through the readings in unit 8 and interact with the video clip I
began asking some questions to find out who I really was. Some of these
questions were:
Am I a domineering and autocratic individual who seeks to crush
anything that comes into my path?

 Is my approach one of showing power and authority with no regard for

the input of others?
 Do I cling to norms and traditions that are contrary to reflective
practice?
 Do I ensure that my peers are involved in the decision-making process?
 Do I support changes in cultural and leadership practices?

The answers I came up with showed that there is need for
consistency with regards to the way I do things. As I was made aware that
leadership should not be confined to the work related environment alone
but also the home. It is time for me to wake up now that the reality dawns
that although I practice a lot of what is expected of me in my work related
environment, Is it is different in the home. The reflective parent in unit
8 made use of observation which was further examined through
conversation with the children to confirm or refute assumptions and to
clarify the data collected. My assessment shows that I do the opposite. My
style in most of the situations is to use assumptions as facts. This type of
behaviour I now realize is a hindrance to reflective practice.

I am now aware that this type of behaviour can destroy rather than build
community or the life of a group. It also shows that a gap exists in my
capacity to be a critical thinker especially as it relates to the
characteristics referred to as intellectual humility
The way forward is to use reflective practice and ensure that I collect data
by interviewing, administering a questionnaire, testing, analyzing
documents and make observations as a participant or non-participant. I
must also ensure that while I am collecting data I pay attention to details.
With regards to my work related environment I must ensure that I am
consistent in providing support for the personal and professional
development of its members. This should be done through mentoring
and coaching. I must ensure that I take the necessary steps to address
obstacles to reflective practice that are evident in my group.

Preparation
for
Reflective Practice

Self Assessment Instrument

Personal Readiness Profile
Check yourself on the characteristics below using Highly applicable
(HA), Applicable (A), Not Applicable (NA), Cannot Respond (CR).
If you wish to use quantitative analysis to interpret the data, then use
a scale of 4 (HA), 3 (A), 2 (NA), 1 (CR). You can count the total and
find the average rating.

CHARACTERISTICS

HA A N
A

Pays keen attention to values that affect
actions/decisions

4

Assesses theories that inform
actions/decisions
Looks at situations from many angles
Ignores minor details

3

4
2

C
R

Comment
s

If you wish to use quantitative analysis to interpret the data, then use
a scale of 4 (HA), 3 (A), 2 (NA), 1 (CR). You can count the total and
find the average rating.

CHARACTERISTICS

Creates political structures that empower
others

HA A NA

3
2

Isolates those that are unimportant to the
achievement of personal goals
2
Isolates those that are unimportant to the
achievement of community goals

CR

Comments

If you wish to use quantitative analysis to interpret the data, then use a scale of
4 (HA), 3 (A), 2 (NA), 1 (CR). You can count the total and find the average rating.
CHARACTERISTICS

HA

A NA CR Commen
ts

Actions are consistent with proclaimed values

3

Identifies persons that hinder personal
accountability and responsibility for
learning/practice

3

other
Total - Ha = Total - A =
Overall strengths
Overall limitations
Average (optional)
Plan of Action

Total - NA = Total - CR =

Conclusion
My final assessment of creating a portfolio summarizing
everything I had learned and would need to
demonstrate in my future practice as it relates to
reflective practice shows my strengths of writing
reflectively and reflecting on situations. It has given a
variety of examples of situations in which these have
been exhibited. This background shows that I will be
able to provide a supportive environment that will
facilitate reflection not only in students learning but as
an outgoing strategy to improve practice.

REFERENCE
 Brookfield Stephan (1995). The Getting of Wisdom:What Critically

Reflective Teaching is and why it is important. Retrieved from
http://web.ics.purdue.edu/~reid21/CDM/supporting/Brookfield%20Cr
itically%20Reflective%20Teaching.pdf
 Center for Teaching and learning (2012) What are learning goals;
Retrieved from teaching.berkley.edu/what-are-learning-goals
 Dooly Melinda (2008) Constructing learning together. Retrieved from:

pagines.uab.cat/melindacooly/sites/pagines.uab.cat.melindadooly/file
s/Chpr1.pdf
 Duetsch HortonSara, Freshwater Dawn& Sherwoood Given(2005)
Scholarship of Reflective Practice: Retrieved from:
www.nursingsociety.org/aboutus/PositionPapers/Documents/resource
_reflectivedoc


 Gokhale A. Anuradha (1995). Collaborative Learning Enhances Critical

Thinking. Retrieved from
scholar.lib.vt.edu/journals/JTE/v7n1/govhale.jte-v7nl.html
 International Staff (2012). Developing Reflective Practice. Retrieved

from http://www.internationalstaff.ac.uk/learning-andteaching/developing-reflective-practise/



 Mueller Jon (2012) Authentic Assessment Toolbox Portfolios: Retrieved

from gfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

 Reflective teaching-Exploring our own classroom practice (2011)

Retrieved from: www.teachingenglish.ork.uk/article/reflectiveteaching-exploring-our-own-classroom-practice.
 Sample Portfolio Introduction: Retrieved from

www.fredonia.edu/faculty/english/spangler/methods/245/sample/intr
o.htm
 Smite Leigh Barbara a&d MacGregor Jean (1992) what is collaborative

learning https://undrive.memphis.edu/ggholson/public/collab.pdf.
 Surgenor Paul (2011). Tutor Demonstrate &Coordinator Development
at UCD. Retrieved from
http://www.ucd.ie/t4cms/Reflective%20Practice.pdf

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