Reflection on Teaching Skills - Essay Example

Reflection on a teaching session This essay will discuss a teaching skill in which I have gained knowledge and practice. I will use a reflective model to discuss how I have achieved the necessary skills in teaching. The reflective model I have chosen to use is the Gibbs model (Gibbs 1988). Gibbs model of reflection incorporates the following; description, feelings, evaluation, analysis, conclusion and an action plan (Gibbs 1988). The model will be applied to the essay to facilitate critical thought relating theory to practice where it allows. Discussion will include the knowledge underpinning practice and the evidence base for the teaching skill. A conclusion to the essay will then be given which will discuss my reflection skills, acknowledge my teaching skills and show my personal and professional development. The first stage of Gibbs (1988) model of reflection requires description of events. I was placed into a group with four members. I will refer to my group members as A, B and C due to confidentiality (NMC 2004). As a group, we discussed the topics that we had chosen to teach our fellow colleagues. After discussing our options, we finally agreed as a group to teach Anorexia Nervosa. We chose this disorder as we found the subject to be challenging and we wanted to become more knowledgeable about it. At this time, it was necessary to research the topic that was selected and then section the topic into parts. Member C chose to be responsible for the ethical portion of the project. Member B wanted to work on the legal aspect of the project. Member A and I therefore investigated care management followed by a discussion concerning our group meetings. The group meetings consisted of the group discussing its plans for the teaching session, sharing ideas as well as sharing research. The group had several meetings. On many occasions, there was no progress on our group work. The teaching plans were conducted on an individual basis. After discussing teaching plans in our group meetings, we agreed to combine the teaching plans in order to create one comprehensive teaching plan. The teaching plan that we developed as a group involved member A putting the plan together. It is noteworthy to mention that Member C spent a good bit of time discussing another topic which was unrelated to the plan. It was not unusual for member C to interrupt member A. Member C would then begin work on an entirely different and unrelated project. This consistently disrupted the group and caused unnecessary hardship to the group. As a group, we had only one rehearsal which did not involve Power Point slides. During this particular rehearsal, we discussed time management as well as the subject of allowing B to have extra time. Member B became responsible at this time for the introduction. Member C was not pleased with this idea, she was also not supportive when I made it clear to everyone as a group that I was not comfortable speaking out loud in front of a group of people. Members A and B however, were very supportive and encouraged me to keep rehearsing my presentation in front of them in order to build my confidence. Member C had interrupted at that point once again, and declared that she was going to go home. At this point in the event, the group decided that this was impossible. Her presence was required for our rehearsal. During this rehearsal, we decided who would conduct the Power Point presentation. Member B wanted to put the Power Point together herself, I felt that this was too great a task for her to take on alone. I therefore suggested that we do it together. The rest of the group however, was quiet happy with the idea of B taking on this assignment and B was adamant about her role of producing the power point by herself. On the day of our scheduled teaching session, the group arranged to meet early to have a practice run through. I arrived early that morning to print out handouts. At this time, I spotted C and informed her that I would be printing out handouts and that the others had not yet arrived. She then decided to go have breakfast. B later arrived in the computer room. We began to go through the power point as she had only just begun working on the power point the previous night. This resulted in quite a few amendments. After everyone in the group had arrived, we went through our teaching plan. Member C made some comments about the PowerPoint as she said she wanted all of the slides to be changed from their current condition. She then criticised the work of member B. We then as a group, had a quick rehearsal but unfortunately, only B and C were able to do their parts as time was limited. During lunch time, I was feeling rather anxious due to the fact that my group was going to be presenting soon. Member B and I went to get our printing and slides sorted out. At this time, I realised that I did not have any credits remaining on my account to be used for printing. Also, the machine was not working properly. I finally managed to print out our handouts as one of the group members had enough money to print credits on their account. When B and I returned to the lecture room, we began to put all of the handouts and CD’s into the plastic wallet. Member C was eating her lunch at this time. The other students in the class began to help our group as well, in order to get things moving for everyone. I became very anxious at this point because I realised that our group was going to be presenting next. I could feel my heart beating and I became overheated. It was our group’s turn to conduct the teaching session. The lecture room was quite warm as the heater was on. As member C put the power point on, I quickly went to put the posters up. Members A and B set up the group’s presentation table. Member A began with the introduction, she looked rather nervous but she spoke very clearly engaging the audience. She spoke for about 15 minute. At this time, member C began her portion of the session. When C was speaking, she appeared quite relaxed and spoke for about 10 minute. Finally, it was my turn. I began to experience rapid heart beat accompanied by hot flashes. As I spoke, I spoke quiet rapidly during some parts. Other parts involved the reading of revision cards. I maintained some eye contact, and asked the audience questions to keep them engaged. I continuously fanned myself as I was overheated due to nervousness. Member C was showing slides but unfortunately, she was not allowing enough time for each slide to be viewed by the class. The rapidity of the slides interrupted my flow of thought and caused me to feel rushed to finish my portion of the presentation. The Our group was not finished as member A had yet to conduct her portion of the presentation. As a result, I skipped through several important parts of my portion of the presentation. During A’s portion, she was cut off before we were able to complete our Power Point. I truly was surprised at the outcome of our presentation considering we had not practiced as much as the other groups. At that point, I was concerned that we had failed the project assignment due to being unable to complete the teaching session. The following portion of this paper will deal with reflection followed by analysis according to the Gibbs model. In regards to my reflection on this project, I fell strongly that I have applied myself in every possible way to ensure its successful completion. I do not feel that my group, in regards to one member in particular, was a strength to me in all ways. I feel that I have gained strength in teaching as well as developing teaching strategies in my field. I have gained some confidence in facing a few of the challenges that this project has allowed me to experience. I feel that given a more co-operative group or perhaps by replacing one particular group member, that this project would have functioned more smoothly. I have reflected on my overall feelings about this project and also my reactions to each portion of it. I have discovered that I may need to enhance my ability to assert my feelings or opinions when I know things are not being handled correctly, as was in the case with member C. I also feel that I have gained a more thorough knowledge of our topic, Anorexia Nervosa and I feel well equipped to not only teach this subject to others but to also aid in treating patients suffering from the disorder. My overall analysis of this project is that if team work was more of a positive factor, the project as a whole would have been more successful. I feel strongly that in future group projects, I will solve problems by asserting my opinion or feelings as they apply to the material and assignment. If this does not work and the group members are still not meeting my personal expectations, I will consult with my instructor on the matter immediately. In a situation where I am no longer a student but am a part of an employed team, I will begin with expressing my views to the group. If this does not work, I will bring the problem areas of the group dynamics to my immediate supervisor. I would like to feel more prepared in the future as well and this project has helped me to enhance my organisational skills as well. It has helped me to be able to establish clear and concise goals for myself and groups that I find myself a part of. I would also like to work on feeling more comfortable speaking within a group of people. Continued practice through group projects such as this is sure to grant me a more comfortable level of this skill. In closing, I intend to analyse the over all productivity and efficiency of this project. I certainly feel that it could have proceeded much more smoothly than it did. I am not entirely comfortable with how this project turned out as this paper clearly reflects. I also feel that my overall abilities were not as apparent as they could have been simply because the group with which I had to work was not as co-operative as I would have liked. I do however feel that my knowledge of the intended requirements for this project and its content are quite sound. I am certain that I have in fact learned a great deal from this experience of not only what to do in future like situations but also what not to do. Read More