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I need to repeat some points from the guidelines on what you need to do in your reflections, especially concerning your teaching examples, since there seems to be a persistent neglect of the requirements in some reflections: “Do not include extensive summaries of the readings or lists of the main topics or points in it, since those points make little sense without further explanations anyway. Instead, articulate your opinion about the most important idea/strategy in a given reading. Your reflections need to exhibit your thinking about the issues and engagement with the material. Try to be as specific as possible in explaining the relevance of the selected idea or strategy. Your example of implementation of an idea/strategy (“lesson plan”) must be at least half of the total length of your reflection. Brief mentioning in one or two sentences is not enough. The example must include a specific topic of the lesson in a certain subject area and a description of what in particular is being taught and how. Do not phrase your example in the style of guidelines in a teacher manual, just listing principles and strategies – description in general terms does not count as a specific example. For instance, just saying “I will use different forms of group work and hands-on activities” is not specific enough. You need to explain what those groups will be doing and how. And what you as a teacher will be doing. Describe a “real” (although imagined) lesson that would incorporate important ideas from the reading. Imagine that you are in a real classroom and you want to teach something in particular while using the idea or strategy you liked. How would you do it? What would you ask your students to do?” To emphasize again: In your reflection, focus on one specific idea or teaching strategy (or several interrelated ideas) from the readings and its implementation in classrooms. Try to avoid slogans, generalities, and platitudes. I need to see that you learned something interesting and useful (and, possibly, new and inspiring for you) from the course materials. There are two distinct parts and topics in Chapter 12. It is up to you whether you focus on some of the useful tips and recommendations for promoting the development of healthy sense of self (there is a wealth of those in the Chapter), or on the ways of helping children develop their “social cognition” (understanding of other people’s minds and behavior). Perhaps, we will even arrive at the conclusion that these aspects of development are not separate at all: From the Chapter’s descriptions of different stages in such development, we can see that children view themselves and develop certain understanding of themselves largely “through the eyes” of other people. In turn, such understandings affect everything else in their lives, including their cognitive development.

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