Protected: Learning Log One
Situated Communication – Feedback
While conferring notes it was evident that throughout both videos the practitioner’s strengths and weakness were very visible as both notes were linked in various ways. One way that the notes were similar was when discussing the practitioner’s strengths it was clear that through receiving feedback the practitioner’s self-esteem was beginning to increase as they were able to notice positive outcomes throughout their lesson in regards to students which they hadn’t noticed while delivering help to a pupil. Feedback also encourages teachers to identify any areas in which they themselves believe that they could improve in order to achieve a better outcome with the pupil’s development.
When reflecting on the videos and the notes, it was interesting to witness and read how the practitioner linked in all different aspects of the curriculum into a simple day to day instructions such as linking French language in with the children answering the register or while the children were participating in a maths activity, the practitioner also linked in health and wellbeing by pointing at his eye (body part) in which the children had to answer and then went back to the counting stick.
In my opinion, I found reflecting on the notes quite intriguing as what I might see as a strength, others might not and what they might identify as a weakness I might not. It is difficult to agree with the one person 100% as every teacher is different due to them having different teaching techniques, which results in some cases not having the same reflection, although it was very interesting to take part in as it also allows practitioner’s to be open minded to other people’s opinion which could allow the practitioner to reflect in a way in which they hadn’t before which would result in their teaching strategies being improved and adjusted.
The difference between feedback and judgement are very clear as feedback is about allowing the practitioner to receive both strengths and weakness and how they can use their strength to aid their weakness in order to improve them which results in the practitioner’s self-esteem to increase as they are still being commended on their strengths but they also are agreeing to the fact they have areas for development as does everyone in which they are now clear on how to aid their development, whereas judgement can decrease a practitioner’s self-esteem as well as their attitude to teaching as the difference between feedback and judgement is that feedback the practitioner’s strengths are being highlighted as well as they areas for development, whereas judgment is when there areas for development are being regarded as weakness and their positives are being overlooked which could result in the practitioner feeling demotivated as they might look upon their teaching as being negative as a whole as they aren’t having that contrast of both their strengths and areas for development.
The one thing I would take from this whole reflection would be that every teacher has positives as well as areas for development and if they are used in the correct way and used together to bounce off of each other then there is always room for development as well as that if teachers are open minded to improving some of their teaching strategies then it will make reflection and teaching more helpful due to trying new techniques.
Overall, I am very excited to start placement, however, to say that I am not nervous would not be the truth. There is also a wee bit of nerves, although I am very eager to offer my strengths to the school in which I have the privilege of attending for my placement as well as learning knew techniques in order to develop my weaknesses and learn about the children and the teachers in an educational manner as a whole.
Situated Communication – Independent Study Task
At the beginning of this piece of writing the main point that the writer is trying to convey is that questions are vital while holding a conversation, as without these “vital” questions there wouldn’t be a conversation to be had due to a subject not being brought up to discuss. “To continue with the above analogy, in the absence of questioning DNA, the communication organism often becomes unstable and eventually dies”.
As we read further we are informed of just how “Crucial” questioning is in regards to early years. Thus emphasising that throughout early years, children have not yet being able to develop the skill of communicating without the use of questioning people and due to this, in order for the child to make sense of their surrounding and what they are being taught, then the children’s questions need to be answered. “At this stage, questions play a crucial role in their learning ….. in order for them to make sense of their surroundings”.
Overall, this chapter deepens our understanding of questioning as everyone knows that there are various ways of asking questions, however it is the way in which the question’s are being asked to others and the way it is communicated that is the important part.
In my own opinion, I agree with the information given within this chapter as referring back to my own experiences of teaching and observing, today’s society – questions are seen as a conversation as without asking questions there is no conversation topic due to not knowing what to discuss due to not asking questions. In regards to children and early years as you teach and encourage children to develop their skills and qualities you continuously ask the children questions whether it is in relation to what is being taught or whether it is getting to know the child more, the child will not answer and you yourself will not know what to say without asking the question first to make sure that the children understand what is expected of them and if they are being given the right help and support for them.
Referencing
‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.
