迪肯代写Essay:鼓励观察

2017-06-27 23:51

当我考虑到将来我可以改进的地方来帮助学生时，有一种态度对我来说是很舒服的。例如，在X射线部门，是否允许学习者先看，或鼓励他们先去请求帮助，这将取决于学习者，因为后者将是对我教学的一种适应，因为我首先鼓励观察，尤其是对一年级学生。但适应如前所述，可以有利于一手学生学习风格和曾经的自信在这样的教学方式，将帮助我适应任何学习方式（Reece和Walker，2003）。我会问学生他们是如何学习帮助教学过程的，因为我认为把他们从他们的舒适区移走将不利于反思性学习。还花时间与学生解释例如技术或复习解剖学考试时可因工作量的缺点但我经常鼓励学生走进房间，看和听劝阻的学习不是我们应该做的是放射技师。我还认为，有一种识别学习不发生的方法是好的。学生们有时不会告诉任何人他们不理解他们认为应该知道的东西，并且作为一个反思的学习者，我可以花时间去解释和准备它们。作为一名新的合格技师我想也认为，学生会问我问题，我还可以自己跟他们联系更轻松。我认为大部分反思性教学都是针对没有经验的一年级学生进行的。第二年和第三年的学生将在许多考试要有信心，要想继续考试，但我还是会找到时间反馈和解释，需要澄清什么。gopee（2008）认为，一个活动的反思性学习必须创造知识。因此，作为第一年的X射线或作为一个第三年的新技术的修改是一个关键事件，然后将被反映出来，因为这是他们未来的职业，学习障碍应该尽可能避免。
迪肯代写Essay:鼓励观察
When thinking about areas in the future that I could improve upon to help students, it is important to have an attitude that is comfortable for me as a teacher. In the X-ray department for example, whether allowing learners to watch first or to encourage them to go ahead and then ask for help would be determined by the learner as the latter will be an adaptation of my teaching as I would encourage observation at first especially with first year students. But adaptation as mentioned earlier can be beneficial for the student of a more hands on learning style and once confident in this way of teaching, will help me to adapt to any learning style (Reece and Walker, 2003). I would ask the student how they learn to help the teaching process as I think removing them from their comfort zone will be detrimental to reflective learning. Also spending time with the student explaining for example techniques or going over anatomy during an examination can be a disadvantage due to workload but I would always encourage the learner to come into the room and to watch and listen as discouraging learning is not what we as radiographers should be doing. I also think that having a way of recognizing when learning is not occurring is good. Students sometimes will not tell anyone that they do not understand something that they think they should know and being a reflective learner I could spend time explaining and preparing them. As a newly qualified radiographer I would like to think also that students would be more relaxed in asking me questions as I would still be able to associate myself with them. I think the majority of reflective teaching would be carried out on first year students with no experience. Second and third year students will be confident in many examinations and will want to carry on with the examination but I would still find the time to feedback and explain anything that needed clarifying.Gopee (2008) suggests that reflective learning of an activity must create knowledge. So any X-ray as a first year or a new modification of technique as a third year is a critical incident that will then be reflected upon and as this is their future career, learning barriers should be avoided as much as possible.

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