Looking at the past eight weeks, I must admit that I learnt a lot both within and outside the classroom. Although at the first week there was mixed feeling of stress, and excitement, the situation changed as days progressed (Ian & Martin, 2012). The areas covered every week provided me with the chance to improve knowledge in a number of areas. The practical part of the course was the most intriguing, time consuming, complex and equally enjoyable with so much knowledge to offer (Rhem, 2013). At the end of the eight weeks, one is not the same, and it is hard to imagine that it is time to graduate.
I enjoyed the course because all the tests and assignments were straightforward and easy to understand. The class turned out as expected, with awesome lecturers, helpful and cooperative course mates. The course is designed with a lot of simplicity, which enable students to process the content taught and maintain it.
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Even so, the course was not without some frustrations especially because of the busy schedule, leaving no room for flexibility (Tarrant, 2013). So time management was a big challenge, and I often found myself doing things in the last minute. For that reason, I would end doing some things wrongly.
If I were to change anything regarding the course, I would design it in a way that students are left with time for conducting class discussions, and preparing adequately for the tests.
I would recommend that the course adopt a method that would facilitate quick grading. Such a move would alleviate anxiety as students get to know how they are performing in real time (Emily, Metzgar & Libby, 2015). In addition, I would recommend that students are given supplemental materials to boost the class notes.
References
Emily, N. S., Metzgar, E. & Libby, A. (2015). (Ed) The Course Reflection Project: Faculty Reflections on Teaching ServiceLearning. New York, NY: IAP
Ian, R. & Martin, S. (2012). Reflective Practice For Teaching In Lifelong Learning: n/a Open University Press. London: McGraw-Hill Education (UK)
Rhem, J. (2013). Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy. New York, NY: Stylus Publishing, LLC
Tarrant, P. (2013). Reflective Practice and Professional Development. New York, NY: SAGE
