The framework for a qualified evolving and responsible educator is built around reflection. Reflective practitioners are rarely secured due to a lack of passion in a career. Such practitioners aim at solving problems through a fair evaluation of possible instances. The primary skills that determine a true practitioner educator are the ability to build and examine knowledge about learners, the context into which the learning and teaching occur, and the curricula and culture of schooling.
All through my teaching course, I have dreamt of becoming a reflective practitioner. My most significant concern is to secure success for my students. In this case, I have decided to primary on specific content (Newman, 2018). Moreover, I prefer teaching one class of students who are of the same age. The long-term goal pushed me to pursue a degree in elementary teaching. The long journey has been as a result of passion and reliable information from my course.
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Throughout, my desires have limited me to be an elementary teacher. The most fundamental driving force has been the desire to lift a specific age group from one level to the other. In this case, I want to major in one particular point of development (Griggs, Holden, Lawless & Rae, 2018). The mission has called for sharpening of a few skills. These include superior listening, approachability and friendliness, community-building and expert communication skills.
I have always maintained a professional relationship with my mentors and course mates. A professional relationship has helped me to transform the above skills to be my qualities and characteristics. At this stage, I can listen to all kind of issues without looking to my emotions. The power is combined with expertise communication skill. In this case, I can listen to all sides of a story and make the most relevant solution. At a particular age group, I can approach and act in a friendly towards hostile students.
In most cases, the relationship between a teacher and the students get spoilt due to lack of trusted connections. Lastly, I have gained significant of community-building skills that help students to develop beyond the expected level. Often, I can adjust to any learning environment basing on the curriculum demand. My passion for the course has shaped my skills to a qualified reflective practitioner.
Frankly, the course has played a significant role in the development of the new teaching techniques. Throughout the course, I have gained more skills related to my course. According to the class, an educator should possess’ skills that target the aim at solving a long-term problem (Graves, Ringstaff, Li & Flynn, 2018). On other cases, the powers should educate the students on matters of life. However, the educator needs some professional and unique abilities that capture the attention of the student without affecting their emotion. The principal aim is to evaluate the weaknesses and issues facing the students and come up with a reliable solution. The course insists that the educator should be flexible and adjust to the given environment.
The course has played a significant role in the improvement of my teaching skills. The similarity of the teachings with my desire has increased my desire to become an educator. At the moment, I have realized the more significant role that an educator plays to any occupation. The excitement has been pushed forward by the love of a beautiful future. The future belongs to the continuous reflection of the problems facing students and creating a reliable solution.
References
Graves, M. F., Ringstaff, C., Li, L., & Flynn, K. (2018). Effects of teaching upper elementary grade students to use word learning strategies. Reading Psychology , 39 (6), 602-622.
Griggs, V., Holden, R., Lawless, A., & Rae, J. (2018). From reflective learning to reflective practice: assessing transfer. Studies in Higher Education , 43 (7), 1172-1183.
Newman, S. (2018). Philosophy and Teacher Education: A Reinterpretation of Donald A. Schon's Epistemology of Reflective Practice . Routledge.
