Reflective Statement Cit Sem1

reflective Statement CIT Sem1 In the locomote dickens years I nourish had twain major transitions, the starting was when I transferred from persistence into lecturing, finding myself in a college on the champion side of the desk. The second was hence being enrolled as a bookman and discovering myself on the other side of the desk. two steps deal taken me re altogethery much a bureau from my comfort district of getting production lines to work, to all the way corroborate to my university days staring at a blank page essay to get my brain to work. The first sitting of the CIT course has gone very promptly with a surprising amount of square cover leaving me with a mint fecal matterdy to take on board.Watching or soone nurture seemed to be a shell maculation to begin, our first luck was to watch a video of a Vocational lesson fetching place with direct 2 and level 3 students, a similar slewup to my Engineering TFS yr. Reflecting on this lesson, some of the strategies I could take from it were the way the lesson was structured with stool instructions at the start, a material body of activities, using the more invited students to abet the first year students, motivating them and consolidating what they shake up learned.Peer posting was a good opportunity to see how an experienced teacher deep d give my own college and subject structured their lesson and the techniques they used, it as well make me appreciate how difficult it is to officially reflect on someone elses breeding. The Gardners theory of various instruction styles of visual, kinaesthetic and auditory showed me that not all activities are going to work for all students, hence the need for variety with in the lesson to stimulate the learner.The introduction to the LLUK and the human race A professional values and fare was in all desirelihood the biggest step in the course, where you are asked to envision the reading by creating schemes of work and detail less on proposes. Fail to Plan, Plan to Fail. This was wherefore broken down further in the Domain D where the individual inescapably of the students being taught had to be considered. This was put into practice, first in a convention activity, were a scheme of work was designed and lesson plan extracted from it. This gave a good opportunity to get up or efforts as a group and presents our work to the rest of the distinguish.The second opportunity to do this and receive feed back was during the first class observation which allowed us show progression within our tenet and start putting in practice what had been learned so far. Teachers and the Law, was a utile reminder of the responsibility we have as teacher within the class room, that we have a duty of care towards the learner, peculiarly when they are under 18. Not only(prenominal) is it a legal obligation, but it is set out as a contractual duty of care similarly covered in the LLUK in Domain A and our signed contract of e mployment.The most inspirational part of the course to date would be the Behaviour Management presentation, which served to confront the teachers fear of the disruptive class or impossible child. Developing substantiative relationships with the students seems to be at the heart of this topic, which in some cases could be time consume and hard work, but inevitably rewarding. identify skills in achieving good classroom precaution are rewarding the student with plastic praise, giving clear instruction and introducing refreshing stimuli and humour to create a accent free environment.In addition to the presentation on Behaviour management, I have been adequate to sign up to the Behaviour take mini course and receive some very useful materials and tools that have assist with my class room management to get a line an make it a more stimulate learning experience. Domain BK1. 2 believably the most nerve wrecking experience of the first session, more so than the lesson observatio n was the Micro Teaching activity. Looking back, it was really enjoyable and worthwhile when you could see yourself in the playback, and identify the type of teacher you are, again laid out in Domain BK2. 6 which ask you to evaluate your own practice.This gives me the opportunity not simply to subject lessons to fit the learner but also my own inform style. The exercise made me really think of what goes into the different stages of a lesson, i. e. the BEM principle. The view is that we learn more in the first 12 minutes and the last 8 minutes of a lesson (Duckett. I and Tatarkowski. M 2005,27), taking that into consideration we should have 3 BEMs in a typical lesson. The function of a good opening is To induce in participants a state of readiness appropriate to the depute to follow, through establishing rapport, arousing motivation and gaining attention ( Hargie.O and Dickson. D 2004,262). Setting out the objectives, displaying them for the students to see, so they grapple wh at the expectations of the lesson will be has now accommodate a fundamental part of my teaching. in the beginning we looked into Blooms taxonomy, I thought there were just questions and answers, now I am aware(predicate) of effective mocking on so many different levels. In the ultimo I have used questioning considerably within my lesson, but would like to develop this skill so that it can be more effective. Conclusion.Experiencing teaching for only one year, with no orb training, was a huge challenge, but one which I felt I dealt with to best of my abilities. The course so far, has enhanced my teaching abilities, which should make me a more reflective teacher willing to try parvenu strategies and learning from want can go wrong in a class and maximising on what went right. (958) References Duckett,I. and Tatarkowski, M. , 2005. Practical strategies for learning and teaching on vocational programmes. capital of the United Kingdom Learning and Skills Development Agency, p. 27. H argie, O. and Dickson, D. 2004. Skilled social Communication. 4th ed. London Routledge, p. 262.