Through my experience as a Peer Academic Leader, I was able to hold two counseling sessions with each student per semester to provide myself as a resource. I learned how to adapt to the individual needs of students to provide them the best education. Like students with a communication disorder, many of my students would shy away from activities or tasks because of obstacles. Through these experiences, I watched my students gain the confidence to participate in activities and excel in academics to become successful individuals. As a future Speech Language Pathologist, many qualities that I possess can be improved by furthering my education.
These two learning events, which are prominent events within my first year of studying OT, include the OT June exam and making a chair in APT (Appropriate Paper-based Technology) for a child with Cerebal Paulsy and Microcephaly. To look into these two significant learning events in more detail, one must understand the theory behind occupational therapy, and in order to do this, a few terms and concepts need to be defined and discussed. According to the American Occupational Therapy Association, AOTA in 2008 and the World Federation of Occupational Therapists, WFOT in 2010, “occupational therapy is the art and science of helping people do the day-to-day activities that are important and meaningful for their health and
As part of my clinical practicum, I attended few classroom lecture sessions by my preceptor as well as by guest lecturers. I attended few lab sessions in the fundamentals lab with semester-l students. I spend the first day with my preceptor observing her taking class on bedside assessment tool in the fundamentals lab. It was a very lively session with a great group interaction. The demonstration was done on the manikin.
It will briefly discuss the feedback from my tutor and the group members. And finally the conclusion. Definition of group According to Berg, Fall, & Landre (2013, p 195) "Group work is a broad professional practice involving the application of knowledge and skill in group facilitation to assist an interdependent collection of people to reach their mutual goals which may be intra-personal, interpersonal, or work related" Planning In order to prepare for our group facilitation exercise, my colleague and I sat together for the first time in class to plan and discussed our understanding of what we thought was expected of us. According to (Corey, Corey & Corey, 2010) if group facilitators are prepared, they are more likely to be able to effectively open up members for a meaningful group experience. We agreed that I would open the group and my colleague would close the group.
All of these categories if affected can impact a resident’s well being, so these meetings are help to discuss the issue and set goals for a plan of action with then follow up with the families or other health care aids. I have discussed these meetings in my journals and the interest I have for them. This meeting allows me to enhance my recording and observation skills and my goal setting process. In Nathalie department, there is the MDC’s meetings where resident and their families either come to the facility or call in to discuss how the resident is functioning and is the family has any questions are concerns about their loved
Clinical feedback and its impact As a clinical teacher I once experienced unexpected feedback and this made me more reflective about my practice. This experience forced me to change the way I teach, the amount I teach in one session, and the way I interact with students. My clinical feedback experience with clinical teaching context When I was an instructor overseas, I used to teach caregivers the same way I learned as a student. I taught mostly via lectures, PowerPoint presentation and demonstration. I believed that having a sound theoretical knowledge, vast clinical experience as well as professional communication skills define a quality teacher.
Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012). For this assignment, we were asked to conduct coaching sessions in groups of three with our colleagues for two months and draft a reflective essay on our experience. I hope this reflective essay will help me understand the in-depth concepts of coaching while helping me interact and respond better to people in different situations.
Yes, I am a teaching assistant for Chem 1011 this semester. I have experience explaining the topics with various teaching styles to students and guiding them toward the correct answers. I also oversee safety in the lab and ensured every student is taking necessary precautions. Every week, I grade lab reports and quizzes for the instructor.
By being a teaching assistant, it provided her an up close and personal perspective view of what a teacher is responsible for outside of the laboratory course. For example, she spends some of her own time to prepare for the laboratory activities such as setting up the two different types of microscopes, plants, and tools that are used to dissect. Outside of the laboratory class, she spends time grading student work and collaborating with faculty at Iowa State University. As a result, she structures a learning environment that addresses a variety of learning styles, interests, and abilities found within her laboratory courses. Her classroom management system is very simple because she tries to keep all of her students actively engaged by allowing them to work with one another to complete the laboratory activities.
The community meeting was a meeting that we had first thing each morning. We sat in a circle on the ground and students answered three questions: How are you feeling, what is your goal for today, and who can help you reach your goal? This meeting provided time for students to reflect on how they were feeling and it also gave them hope for the future of their day. It also built community in our classroom because students were able identify someone who could help them reach their goal. After Implementing the calm corner and the community meeting, my classroom environment changed completely.
The presentations provided me a great learning experience for me to teach and share what I know in a classroom setting while getting feedback. I felt more at ease with my second workshop in regards to the transition process/pathway to graduate school, as I was sharing my personal experience mixed with that of the facts and figures that I had research to give students a clear understanding of the process. With my future goals of becoming an advisor at a Community College for a first year experience (FYE) program, I am glad to put on my resume that I have started to gain experience teaching, as teaching a college prep course are the duties of advisors in FYE
In this position, I led a discussion section for a similar number of students that were mostly at the freshmen and sophomore level. I also attended weekly lectures, held office hours, and managed my own grade book. Furthermore, evaluations from my students revealed positive data about my overall effectiveness as a TA as well as areas where I was able to grow.
In this school/district, staff development learning methods mirror, as closely as possible, the methods teachers are expected to use with their students. According to the apparent practices of administration, there are two areas that Canby Lane Elementary School excels in Professional Development opportunities that greatly impact student achievement and align with the Standards of Professional Learning: 1. According to Learning Forward (2015), professional learning produces changes in educator practice and student learning when it sustains implementation support over time. Canby Lane administration ensures that support is given over time by utilizing weekly grade level and faculty meetings to provide PD opportunities for professional growth. During these meetings, teachers perform various tasks such as analyze student performance on district, school- wide and grade level tasks as well as conduct vertical team meetings to determine trends in performance among ascending and descending grade levels.
After three quarters and over six months, I was able to go to an in depth interview with the teacher of the classroom that I peer tutor. Mr. Kanna the U.S. History teacher for juniors, has been working with me in order to help spread the knowledge further for the entire class. My role in the class is to help out the students in the classroom on any questions they have for U.S. History. Over the months, I have gotten into a routine, in which I help anyone who has a question for the home/classwork or to connect an event/person of the past to today or to be there for moral support in the class. I have personally take great joy in helping out the students in any way possible.