A practitioner’s self-knowledge has proven effective for enhancing the reflective processes in clients (Collins, Arthur and Wong-Wylie, 2010). The above enhances the occurrence of positive outcomes and improves the quality of interaction between practitioner and client (Collins, Arthur and Wong-Wylie, 2010). Besides the immediate benefits of reflective practice, there are also long-term benefits for engaging in this type of practice. Collins, Arthur and Wong-Wylie (2010) state that reflective practice nurtures positive changes and helps builds professional stamina for practitioners in the long-term (Collins, Arthur and Wong-Wylie, 2010). Failure to adhere to reflective practice can lead to misdiagnosis as many practitioners fail to view the client’s issue through the client’s perspective and understanding (Mamede, Schmidt & Penaforte,
4.1 - Explain the benefits of reflective practice Reflective practice can be a very useful skill to use in the workplace. The main benefit of reflective practice is that it increases self-awareness and your understanding of others. It is also important in career development as it allows you to reflect on your own skills and learning. It allows you to re-flect with your own thoughts and feelings as compared to someone else’s and encourages critical thinking and decision making for further improvements. By regularly reflecting on your perfor-mance, you are regularly required to make decisions, and by using reflective practice, you will be able to make those decisions in a more thoughtful and objective way.
It is important that as practitioners, we are reflective in our practice, especially when children are developing, as we also need to develop too. By having a reflective practice, we are able to look back and see what we would do differently and why, maybe look if any theorists could be referred to within our practice. By being reflective, we are able to ensure that we are developing our provision, which will then result in the children in our care having the best opportunities, as we will look back to make sure that everyone's needs are being met, and if not, research into how we can do so next time. It's also important that as practitioners, we are reflective with our own practice, and our settings practice. By reflecting, we can see both the strengths and weaknesses of my self, and other practitioners within the setting, and also the policies and procedures we follow.
What is reflection? Reflection is described as the process individuals use for self-development in their future career. The process of reflection has been used for many years in professional health fields such as midwifery and nursing (Lillyman. S & Merrix. P, 2012).
I worked hard to be good at most of the things that they valued even though it was tiresome at times but I was lucky on many occasions to get the attention I worked hard for. I started this behavior in elementary school and developed it into a habit that was part of me up to my third year of high school. I had paid more attention to pleasing people so much that I had lost focus of what I really wanted to be in life. This reality dawned on me at the time when I was unable to identify my future career and did not know what I was going to study in college. I had dedicated my life to pleasing others through performing several activities in which I ranked average and was no longer sure of what I performed best.
Reflection has been strongly advocated by the English National Board for Nursing & Midwifery (1994), United Kingdom Central Council (UKCC) (1996), and a wealth of nursing literature over the past decade to improve nursing practice. Reflection is un doubted an important concept in nursing and since 1994, reflection has succeeded in stimulating debate and investigation, and influencing nursing education around the world. Reflection is an in-depth consideration of events or situations outside of one-self, solitary, or with critical support. Burnard (1995) argues that reflection has its roots in experiential learning, as it forms the second stage of the experiential learning cycle. Active reflection gives nurses the confidence in terms of clinical
Relating them to theories and concepts with a view to modifying decisions, behaviour, learning needs, treatments and actions in the future. Reflective practice can be done individually or as a group. When done in groups it makes it easier for all members to discuss and solve the problems which they face at work.it also foster unity and collaboration amongst staff. Reflective practice is done by individuals taking time to write down experiences which could be focused on certain patient population or type of treatment. This helps in giving written evidence of what is reflected on which can be shared with others.
Reflection has been strongly advocated by the English National Board for Nursing & Midwifery (1994), and a wealth of nursing literature over the past decade had been published to improve nursing practice. Reflection is an in-depth consideration of events or situations outside of one-self, solitary, or with critical support. Burnard (1995) argues that, reflection has its roots in experiential learning, as it forms the second stage of the experiential learning cycle. Active reflection gives nurses the confidence in terms of clinical decision making. It can also be a meaning of identifying strengths and weaknesses in practice and enabling nurses to learn from their mistakes.
It is a fact that when taking decision individuals are guided by their own values and beliefs. Taking decisions that are right and correct demand that the teachers engage in deep reflection and keep in line ethical standards. Knowledge: Knowledge is necessary to inform professional judgment in practice. Teachers should engage in dialogue, reflection and collaboration to develop, and enhance their knowledge. It is essential to become ‘reflective practitioners’ as this will help to identify and affirm values and beliefs.
Conclusion I must conclude with my pledge to channel all the new knowledge gained: during teaching practice, in my assessment and reflection, in future teaching. In doing so I will also keep in mind the idea of what an effective teacher should be. Since my ultimate goal is to be an effective teacher, one who is willing to motivate students to learn as well as allowing them the privilege of having fun while learning. Effective teaching require teachers to possess good knowledge of subject matter, high realistic goals, clear standards for classroom behavior, positive interactions with their students, the capacity to select and use suitable material for the course/curriculum, a variety of teaching strategies and approaches, and appropriate pedagogical methods; the skills to present skillfully the material in ways to meet students ' needs,( International Journal of Educational Research,