Reflective Journal Example
Wednesday 31st January 2007
I approached the first session with a degree of trepidation; a considerable time has elapsed since achieving Stage 1, during the autumn term of 2003.
So when the first part which drew out peoples experiences from the most recent stage 1 I felt initially would not include mine. However, upon listening to the negative and positive experiences and feeling of others, I did recall some commonality with my experiences several years ago. It was good opportunity for people to air what seemed to me valid complaints, which must also, to be fair, be set against the constraints applied to the provider from above.
Throughout this session, though obviously many people knew each other from the previous term, I did sense that the group would rapidly develop a positive class dynamic. The prospect of Icebreakers is one, which always initially fills me with dread, but invariably fills me with delight during and after the activity which is what icebreakers are about I guess.
I have always liked the imposition of a timeframe, set to timetable submissions, we do it as lecturers /teachers for assignment based courses, so it is right that when we are on the receiving end, we should accept a similar regime.
This brings me onto one of my major worries, how on earth do I fit it all in?
Already I feel that my teaching quality is suffering under the load of all the additional administration work that we are told is now part of the job, so with my own coursework added onto that, what is the effect going to be?
The solution must have something to do with time management, but right now I don’t seem to have much time to manage anyway!
We began an introduction to Unit 117, to write an essay on an issue which impacts on FE and to analyse how this affects our role. I was forewarned this might occur, so I have done some sketchy preparatory research already, but having now read the criteria for myself, I may have to rethink as to whether my original idea
I approached the first session with a degree of trepidation; a considerable time has elapsed since achieving Stage 1, during the autumn term of 2003.
So when the first part which drew out peoples experiences from the most recent stage 1 I felt initially would not include mine. However, upon listening to the negative and positive experiences and feeling of others, I did recall some commonality with my experiences several years ago. It was good opportunity for people to air what seemed to me valid complaints, which must also, to be fair, be set against the constraints applied to the provider from above.
Throughout this session, though obviously many people knew each other from the previous term, I did sense that the group would rapidly develop a positive class dynamic. The prospect of Icebreakers is one, which always initially fills me with dread, but invariably fills me with delight during and after the activity which is what icebreakers are about I guess.
I have always liked the imposition of a timeframe, set to timetable submissions, we do it as lecturers /teachers for assignment based courses, so it is right that when we are on the receiving end, we should accept a similar regime.
This brings me onto one of my major worries, how on earth do I fit it all in?
Already I feel that my teaching quality is suffering under the load of all the additional administration work that we are told is now part of the job, so with my own coursework added onto that, what is the effect going to be?
The solution must have something to do with time management, but right now I don’t seem to have much time to manage anyway!
We began an introduction to Unit 117, to write an essay on an issue which impacts on FE and to analyse how this affects our role. I was forewarned this might occur, so I have done some sketchy preparatory research already, but having now read the criteria for myself, I may have to rethink as to whether my original idea