Dttls Unit Cppd

More in-depth analysis of the definitions and the meanings attached by some differents atomic number 18 real by unwrap the assignment. Reflective Practice- a set Of abilities and skills, to indicate the taking Of a searing military position, an orientation to problem solving or state of mind. (Moon 1999 cited on www. Ukulele. AC. UK 2012) relentless Personal and Professional Development maintaining improving and broadening pertinent fellowship and skills in your type specia slant and your inform and fosterage, so that it has a electro corroboratory push on f are and the learner outgrowth. (www. Fill. AC. K 201 2) Whilst preparing this assignment my simple research was collated by apply both(prenominal) individualized observation and casual discussions with fellow match group members, I conducted my Secondary research by colleting existing data ga t hered from both my Primary research as well as using the internet in order to coming reviews, government stat ements and information as well as theories and principles characterd and true by educational experts, I keep up as well employ the local anaesthetic library to penetration reference material in the form of books and the e-library and as an additional reference method.Once evaluating the elected data I then developed an Action Plan in order to achieve my desired goals. The super C Sense Theory philosopher and educationalist John Dewey pioneered the concept of reflective dedicate in 1 933 as the literal notion of look oning some c bothing (owe. Educe. Tats. Org 201 2) He was primarily interested in problem solving. When a dreadful incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective exert was pull ahead developed as the common sense view by Moon (1999). She took the stance manifestation is akin to thinking except with to a greater extent than(prenominal) than added to this. Roofer-Parents and Maltose 2009, pa) This is rumination in its purest form. After a lesson that that went badly it is natural that you go out think about what went wrong and why. The sheer basic nature Of the theory leads to problems of pretermit of organization and documentation. The solitary nature of simply thinking cause limitations when there is no one to provide feedback. on that point is more catchation accustomed to the past than the future and provides limited outlets for developing practice. Donald Chon (1983) developed twain concepts in relation to reflective practice upbraiding in follow up A person reflects on behavior as it occurs.For example if you are using a classroom activity With learners that is clearly not reckoning you would readily reflect on this tummy find a suit fitted choice immediately rather than waiting for the next session. Reflection on action this type of reflection occurs after the pull downt allowing cartridge holder for scrutiny and analysis of the situation and time to plan further reading. Kola (1984) puddled his four re-create model of leaning. This encompasses the continued round of learnedness. It outlines the basic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this.This brings you right back to the doing floor and so the cycle continues. This can be joined at any(prenominal) stage but destinys to be followed in sequence to be importive. graham Gibbs further developed this cycle in 1988. Like Kola, his cycle of ego reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www. Sum. AC. UK 201 2) Stephen Brookfield (1995) believes searingly reflective t for each oneing happens when we identify and scrutinize assumptions that under power grid how we oeuvre. For this the occur we must see our tenet from the view of the four critical Roofer-Parents and Maltose 2009,pop ).The four lenses macrocosm 1. The inst ructor 2. The learners 3. Our Colleagues 4. The view of literature and theories. Although time consuming this theory provides a thorough reflection on our practice through feedback and research rather than exclusively our own thoughts. This theory combines the individual(prenominal) achievements generated via reflective practice with the improvements of poll where instructors improve skills and noesis enhances their superior manageance. Autumns (2007, pop) describes this as A constant critical appraisal of tenet and learn, and of the work of the omnibus commonplacely. Ideals from Chon, Kola, Gibbs and other heritors can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, readying twenty-four hourss, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly formation SMART targets. Have in the past relied t oo heavily on Moons common sense theory. Thinking is a natural process we moderate slender or no control over. Have often put uped a session with my head buzzing with thoughts and ideas these would take on the form of what went well?What didnt go so well? Why? What can I do preferably? This thought process of ideas has its benefits. Was analyzing my teaching practice rather than simply carrying on with no get a lineation to its merits. The main problems organism that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant. When I first started teaching think I probably lacked the cartel to actively seek the views of others and exact rehabilitative criticism.Since undertaking the DOLLS course return as a prerequisite of learning kept a reflective journal. This method Of reflection links in with Scions Reflection on Action. Actually taking time to stop and spare down refle ction has been very beneficial This allows time for great and more structured evaluation identifying what went well and want didnt go so well. From here am able to plan what I make to improve upon. Chon (1983) similarly outlines action in practice. I found this concept of thinking on your feet a necessity of teaching. A session plan whitethorn sometimes no longer be valid. Eave in the past had to a reassign activities that require certain numbers collect to poor interpretance. Similarly if by luck puzzle a small group may not use planned resources such as flowchart which seem im personalised for alone four learners. As my teaching pay back has developed so has my electrical capacity for reflection. Drawing on Brookfield critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc. This creates a greater spectrum of reflection rather than simply my own to learn from.Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especially beneficial with 8 week rouses I teach a collect and again. In this situation it is slack to become complacent and lazy and stick with selfsame(prenominal) session plan. Actively reflecting with feedback from others enables me find methods of improving the session. Then can seek out the juvenile plan. Once tried then reflect on the new plan and so the cycle continues. Of course I wouldnt hold change for change sake. The out come of the reflection could be that it all went well in that session.As a teacher when considering CAP strike to consider what The get defines as the Model Of Dual Professionalism (www. Elf. Co. UK) Your subject specialist. Your teaching. In both instances I need to undertake an analysis to identify training and tuition needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes lots of research. In my work place I hold attended training days on applicable teaching lands such as coaching your team and large(p) and Receiving Feedback and conferences such as E-Leaning.Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the IL F, College network, educational websites, publications and productions. The opportunities for personal and professional development in the hair oil and Beauty area are considerable. Keeping up to date with relevant legislation is paramount. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital dont just assume there are no changes if no one has aware me other wise.The VT website is the take up reference point on legislation. Specific area of my habit such as manual handling, Fire Safety and head start time aid require me to update my trainers skills with a refresher course every two or three years. As I teach n a company that special izes in Hairdressing and Beauty it is vital I actively seek new knowledge in this area. All development do for my work has an effect on my personal development. The increase in skills and knowledge gives me more self-assurance and expands my creativity. In my free time micturate intercourse reading and notional physical composition and have taken relevant courses for pleasure.I have in the past been too work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. Now can priorities my CAP to allow me time to relax and spend time on other things that are alpha. Can link my reflective practice to nearly of the theorists. The common sense view of quite literally thinking is something do constantly but have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing doer my teaching practice can only improve.This has apt(p) me mo re assurance and benefits the learners. Linking in reflective practice with CAP ensures my development as a teacher and a subject specialist. with my work place I am able to identify training and development needs with my anger. As an autonomous learner is vital I constantly seek new avenues to ensure my Hair and Beauty knowledge is carving-edge and relevant. Part 3 To carry out this assignment I have used my personal reflective journal. Have also drawn on past assignments, observations, peer group discussions. Researched books, journals and the internet to gain a wider perspective.Analyzing my own role as reader/Assessor and comparing it with others such trainers and tutors highlights the similarities as well as exploring the unique aspects that define each role. As an individual and a teacher it is official to recognize and at times accept that your personal beliefs, assumptions and behaviors may impinge on learners. In this assignment I recognize my teaching schemata and exp lore both positively charged and negative effects this may have on learners and others. This links in with the analysis I have do on how my personal, professional and social skills will have an impact on learners and others.Your roles and responsibilities as a teacher, there are many roles of a teacher including, designer, planner, facilitator, tutor, assessor, marker, evaluator, coach, mentor, communicator, curriculum developer, subject leader, information and advice giver, evaluator and many more. Your role as a teacher changes to your students needs. There are many responsibilities that come with being a teacher some of these are, continuously assess and reassess your students, create a safe learning environment physically and emotionally, establish gift and trustworthy relationships and most Of all be professional.Teaching students is not the only role you will up hold whist being a teacher. Creating a unassailable first impression as within the first some minuets of meeti ng someone we make a decision about them, by being on time, smiling, being repaper, being confident and maybe starting off with an icebreaker so the new learners get to know you and each other you would be able to set a profound example. clear-sighted the boundaries of your role as a teacher is a necessity to have adequate learning environment. Being open to change and incorporating others input. When boundaries are lost, boundaries need to be reinstalled.Some assumptions are made by students that a teachers role extends even further then already stated above, so it is a good idea to know all the relevant people/organizations to refer students to. Through discussions on the DOLLS course I have identified two study preferences between my role as Lecturer and my peers as Trainers. The first being that of context . Their teaching is carried out in individuals own oeuvre. Learning is delivered In a training room and in the care environment. I deliver learning in a Academy in a class room setting.The two do at times overlap, workplace learners may work towards vocational qualifications through localities. In this case I may cut back for learners to undertake this learning and support them through their work. The other main discrepancy is in purpose. Facilitate learners with skills and knowledge to enable them to function in the workplace. Learners gain VT NV however they are not working(a) for one or two years towards an educational or vocational qualification as they would in a college. Gary Police, Professor of Practice Worcester University noted this main difference. In his condition Teaching Versus Training (2003).He stated training focuses on skill whereas teaching implies deeper knowledge and a longer time frame. I feel I install bath of these methods in my teaching practice. As a Lecturer/Assessor in Hairdressing it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, reoccurred and changing views and ideas within the hairdressing sector. non doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CAP will have a direct impact on the quality of teaching I provide.I liaise with senior staff to discuss any new developments within Hairdressing and the impact they will have on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills. Transference of skills has a major influence on how I and others measure the laity of the teaching I provide. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others. As a teacher the impact can be magnified as others look to us to learn.In an article Focus on Teacher thinking it was stated Everything a teacher says and does springs from the teachers inner reality the worldview, beliefs, v alues and other thinking processes that are so familiar they become invisible (www. Discriminated. Com 2012) When I enter a classroom/training room I want to think I put my professional at on and ease up my personal influences behind. Williams and Burden ((1997, pop) however would disagree Teachers beliefs about learning will affect everything they do in the classroom. To identify my own personal influences I have examined some genes of my unique Teaching Schemata (www. Ordain. Org 2006). This is the amalgam of beliefs, knowledge and assumptions held by the individual teacher. Elements of my personal Teaching Schemata I believe it is important to have basic CIT, Literacy and innumeracy skills, reading is fun, learning enriches your life and CIT is an inevitable part of day to day life. I think everyone would want to reach their full potentiality and adults should naturally adhere to a certain code of conduct in a learning environment. Most adults want to learn and music has pos itive benefits on your mental well. If it makes you happy then do itIm very easy going and rarely loose my temper. People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what consider to be my main belief system. I would generally consider my positive and friendly personality to have a formative benefit on learners. Im proud of the fact hat learners make merry their learning. The concept of achieving an equal repose between my natural friendly personality and adopting a more professional persona when necessary is an area I have developed but need to continue to do so.I have attended courses in self-assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions. When setting up a learner, a noblewoma n of around rays, on E-Learning I simply gave her the laptop computer, password and surname and told her to logarithm on to the WAC site. I went off to sort out some paperwork dapple she did this. When I returned I found an embarrassed learner who hadnt even switched the laptop on.She sheepishly told me shed never used a computer before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning snub in never making assumptions about learners existing abilities. Although Im still move how many people dont have their own computer and have miniscule or no CIT skills I have learnt to adjust my perception and talk the situation in manner that does not embarrass or lower the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development.I have actively sought ways to combine key skills into learning. WAC provide extensive resources and information on ena bling teachers to constitute key skills into the Hairdressing NV program. The impact on learners is that l, as a teacher am more in tune to learning needs and an change magnitude hazard to improve their key skills. My teaching qualifications POTTS and nearing the end of my DOLLS have given e significant skills and knowledge in this area. This impacts on what I am able to offer my place of work and learners. This includes planning, delivering and evaluating individual sessions and schemes fork.Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity will have to maximize the learning potential of the workplace learner at Sopranos. Management will have greater confidence in giving me greater responsibilities such as designing courses. Eave also joined the Institute For Learning (FILL) as an affiliate member whilst working towards qualified teacher status.The IF_ gives members support in continuing professional development. The FILL state CAP gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expertise (www. Elf. AC. UK, 2013) As I have a dual profession there is little point in me solely focusing on my teaching skills. It IS equally as important that I monitor my knowledge of my subject specialist. My learners need to have confidence that I have a higher take aim of knowledge Of the subject than they do.The Academy I work for need to know that I am facilitating training that is current and relevant. Having years of hands on birth in the Hairdressing sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my hairdressing skills current and relevant I attend the same training, conferences and seminars I would as if still worked in the field. My personal development can also have an affect on learners. Having a good bevel of work and life balance make me a calmer and more rounded person.Much of my personal development such as creative writing and various courses in the hair and beauty sector some of these courses unavoidable me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others. This enhanced my readiness to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners, which is something have obstacle with. My interpersonal skills have developed as my confidence has grown.Looking back on my reflective journal from the beginning of the course I can see there were times when I lost deportment in sessions when learners asked questions I was unsure of, didnt participate in sessions or were deliberately awkward as they didnt want to be in the session. This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how ofttimes my confidence has improved.This reflects on the laity of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the Hairdressing sector for years has given me sinewy emotional intelligence. Am easily able to empathic with others. I am able to actively listen, thus making me an effective communicator. Have been able to develop appropriate communication skills. Initially was too much of a friend to learners and didnt want to offend anyone. I found sugar finish feedback was non productive. Have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions.To movie my knowledge of innumeracy I went on the Move On website to test and improve my abilities. When started the POTTS course I was required to take an assessment. thankfully had a clear level 2 pass. Innumeracy is a strong element in Hairdressing it is important to maintain my skills in this area. I insert innumeracy in areas where learners will uses it in their workplace such as cutting coloring and mixing colossus. This will impact on their ability to perform everyday tasks at work. Have fairly good CIT skills. This has enabled me to facilitate e-learning confidently.This has helped learners to access and undertake courses they ay not have had access to otherwise. E-learning enhances learners own CIT skills which will benefit them in the workplace and wider society. One area had to develop was using CIT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didnt account for inclusively with regard s to learning styles. My first endeavor at Powering presentation was for my presentation was to my peers at college. I was pleased to have produced and presented a presentation even Fill did forget to put it on slide showFeedback room my peers and my own reflection identified this as an area of weakness. I have since convinced my workplace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy is an area am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time. I do however have to be aware of the phrase I use and the levels expect of others. Many of my learners will be at entry level 3 or lower so need to keep language in resources simple.Through initial assessments I can identify what level learners are at. I embed literacy into learning. VT have excellent resources I have used to enable learners with literacy. The fact that enjoy reading means I am always keen to research my subject this will enrich the knowledge can impart on learners. My dual role as a teacher and a Hairdressing Professional effectively means have two areas where need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues.