Inclusive Teaching and Learning Theories

Introduction

This report discusses the theories, principles and models of learning within education and teaching. I will analyse the theories of two well-established behaviourists, these being Vygotsky and Bandura, and note how their work will be implemented in my teaching. Incorporating their theories, I have centred my teaching based on the fact that learning has a social nature, meaning that a student’s development is shaped by the experiences and interactions they have with fellow class mates, parents, teachers and anyone in their surroundings. Furthermore, as a teacher it is vital that I take note of learners’ individual needs and whether some require more help than others, thus ensuring inclusive teaching and learning.

TASK- 1 (Learning Preferences)

A. A theory is a concept of an idea which can explain and predict behaviour in the future, and the practical activity will be based on that theory. Models of learning are a combination of mental and physical factors that allow students to absorb new knowledge and learn new skills, in other words we will use models on applying the theory as a learning experience. As 3 basic types of learning theory: behaviourist, cognitive, constructivist and social (Kay and Kibble, 2016). In addition learning theory describes how students learn, their ability to absorb and process information. Therefore influences such as environmental, emotional and cognitive experiences will have a huge effect on their learning process (Pritchard, 2017). According to John Dewey, human beings learn through a hands-on, approach. Students must interact with their environment and experience situations to enable them to process (Tarrant and Thiele, 2016). Principals of learning are additional tools which will help to develop a better understanding of most effective ways of learning. Basic principles of learning are: readiness, exercise and effect. In addition to be effective in teaching we must understand that students have different preferences to learning; therefore VARK is a collaboration of different forms of styles absorbing knowledge through Visual, Read/write and Kinaesthetic processes (Moayyeri, 2015). As students we used different sensors to engage in learning new skills, therefore VARK helps us to choose which particular strategy one should use for the best effect for individual needs (Lee, 2019). Involvement of VARK is essential in today’s learning, as it allows us to use our own way to learn; moreover it helps us to move away from standard labels given to students as dyslexic etc… In my report I will analyse two theorists Albert Bandura and Lev Vygotsky as I found their theories most in tune with my own beliefs and conduct on a personal and professional level as a teacher. Albert Bandura was born December 1925 in Canada; his father was polish and mother Ukrainian. He graduated from high school in 1946, and attained a bachelor’s degree at the University of British Columbia. He graduated with the Bolcan Award in psychology as well as being named an outstanding student in psychology. He gained a masters degree came from the University of Iowa where he also achieved a doctorate in psychology. In 1953 Bandura become professor. In 1974 he was named the David Starr Jordan Professor of psychology and finally become a chairman of psychology department (Bandura, 2018). Albert Bandura is known as one of the greatest psychologists; acclaimed for his social –cognitive theory which is widely used in learning and behaviour models. Furthermore he has suggested in the social learning theory that observation and modelling is a vital principle of learning. His behavioural theories emphasise that all learning behaviours are adapted through conditioning, psychological influences and memory. Bandura emphasises that observation plays an important role in learning so it is critical how and what children learn (Chen et al. 2015). Elaine Hunter (theirworld.org) states that children are like sponges, soaking up experiences that they are exposed to on a daily basis, therefore observational learning is a way of shaping as introducing behaviour and modelling on such.

Early childhood is a crucial stage of learning development. Bandura’s social learning theory speaks of the importance of observing and mimicking behaviours and the attitudes of others (Akers and Jennings, 2015). Therefore I strongly believe that as a teacher I model the framework of my pupil’s behaviour. Furthermore my conduct and interaction with pupils is essential in their learning development as well as my use of assessment methods, one of these being using questioning and answers at the end of each lesson. My second chosen theory is Lew Vygotski, quoted as ‘the Mozart of developmental and educational psychology’ (Barker et al. 2015). He was a Russian psychologist born on 5th of November 1896 in Bielarus. He went to Moscow State of University and graduated with a Law degree in 1917. His career in psychology started when he attended the Institute for Psychology in Moscow. Vygotski published 6 books on psychology however his main studies evolved within children development, through studying and observing his own 3 children, moreover he believed that social interactions played a fundamental role in learning. According to this theory every function in child learning happens twice, for the first time socially and again inside the child (Kucirkova et al. 2015). Famously quoted, ‘through others we become ourselves’ focusing on how social interactions with others set the foundations for our own development. Moreover he becomes best known for his socio-cultural theory of a child, noting the influence of culture on a child’s development, as well as the Zone of proximal development and interpersonal communication (Leonardo and Manning, 2017).

B. As an art teacher I would like to adopt Vygotsky socio-cultural theory as I believe art helps students on so many levels such as memory, concentration skills, critical thinking skills, good communication, and most importantly self esteem and social skills (Eun, 2019). As a primary art teacher I would introduce ZPD do develop students’ solid groundwork for their educational, social and emotional and creative development, this was inspired by Vygotsky himself, who even said that teachers ‘must adopt the role of facilitator not content provider’. By spending time together in parks, museums and outings I would form a close community between the classes and help children to understand the importance of social behaviour and looking after each other. Through social interaction children learn and repeating this process anchors their behavioural patterns, culture; imitation further influences that process. The zone of proximal development is a collaboration of abilities that children can develop and perform with assistance and guidance, but not individually, to master tasks independently they must repeat the actions under the guidance of a more knowledgeable person (Smagorinsky, 2018). Through my personal experience as a teacher I have taught my pupils empathy and respect for all living creatures as well as our beautiful planet. Our outings and park visits allows us to observe and learn to enjoy our environment while respecting and not littering or destroying shrubs or bushes, therefore preserving them not only for us but future generation. This reflects the work of Bandura who focussed on observation as a means of development. As a year 1 art teacher I have planed number of learning lessons in the park as my school is a minute distance from our local park, moreover I believe that environment outside a classroom a vital platform for learning not only art, but social behaviour.

In my own experiences I see children in my local park with the sticks destroying shrubs and bushes, curving with sharp objects in trees, and lettering. Therefore I will teach my pupils to learn to love our community by making sure we protect not destroy it, moreover I will use my outings as one of the forms of observing assessments, thus seeing behaviour and interactions of my pupils, I will be able to assess their social development how they act as a team and their awareness of what is around them, which will indicate whether they are on right track. Observation is one of the most important forms of an initial assessment especially in primary school, thus I will mostly use that form as a primary assessments. Furthermore I will use scaffolding to introduce tasks, and initial information and asking my students to complete them thus giving my an idea what level they are currently on, and what needs to be done to take them on the level they should be at.

C.

As a teacher I must take in to consideration all students needs, moreover their entailment to obtain knowledge and learning development through respecting different learning needs, diversity, and learning preferences. Therefore students can choose their individual learning techniques and learning style as students learn through different senses and absorb knowledge in different ways; audio, visual, writing or reading. They may be extrovert or introvert, so some of them would like to perform in front of the class while others are shyer and prefer to be in the background quietly. In art particularly they will learn most effectively through their own creativity, and initiative. Some of them will prefer drawing others painting and some of them may enjoy using sculptures or decoupage, as there is so much variety in art. My role as an art teacher is not only to introduce children to the diversity of art, different techniques and styles but most importantly I should be able to detect my pupils preferred style of learning and creativity, in order to motivate and encourage them to achieve the best of their ability in my subject. According to Cornett learning style is “the overall patterns that give general direction to learning behaviour.” Thus individual learning style is an essential tool for students to learn, by choosing they preferred form and style of learning, teacher achieving its goal of teaching, moreover the focus is on student and his preference of how they will learn (Chen and Hung, 2015). Reid (1955) stated that “internally based characteristics of individuals” are reflected on an individual’s understanding of information therefore I need to take into consideration the needs and background of the students to ensure they feel equal and valued. Most importantly I will asses students by getting to know them. Initial observation will be followed by asking questions and answers. One of my first tasks for students will be to draw something that reminds them of their home. In that initial task I will assess not only their ability to draw and physical ability but also by using scaffold I would detect level of their creativity and independent thinking. Most important assessment will be for them to share their background, thus revealing whether they feel any sadness towards home life. I have had cases in my teaching experience that children use dark colours mostly black to draw and paint. One particular student refused to share his home life because of domestic violence. Therefore initial assessments are vital for me to create individual plans for my learners, and become aware of any students who may need extra care. My other form of assessment will be reflecting on my own teaching, followed by support for learning through different styles thus achieving opportunities for all students. Feedback will be another way of checking if my learners are up to speed, detecting any disabilities such as colour blindness, hearing impairs and others. As well as individual needs, feedback will be form of assessment to encourage mutual respect and confidence that students have a choice to voice their concerns and preference in learning. There are so many ways in art to communicate and create confidence and creativity. Most importantly creating safe environment for my pupils to learn and teach them to interact in respectful manner. My biggest goal is to create community with in the classroom so they can feel safe and confident to share their achievements as well as concerns.

TASK 2 – Presentation (Communication)

The main objective of this report is to analyse two theories and models of communication. I have chosen Albert Bandura and Lev Vygotsky as I found their models to be most adequate to my way of teaching, furthermore I believe that these psychologists had a great understanding of the child’s mind considering that the authors developed these theories very long time ago, yet they remain extremely accurate in today world. Bandura has proven that violence and aggression can be mimicked in children through observation and imitation, famous Bobo doll experiment demonstrated that children who watched an adult hitting a rubber doll copied the exact same behaviour, yet children who were not exposed to this experiment acted calm and friendly to the same doll (Lansford, 2016). So learning in the early stages of children occurs through watching and repeating the exact same pattern of behaviour. I strongly believe that his theory is as accurate today. As a teacher I’m not only a person who passes over knowledge but more importantly I should lead and inspire, my duty and obligation to pupils is to communicate and set an example. Furthermore if mentoring children from an early age we influence their behaviour therefore my communication should be always carried with professionalism, ethics and respect. I want to influence and entice my pupils on their journey to discovery of art as a communicator, so they will be free to express themselves and communicate their emotion through art. One of my lessons children will paint and draw their feelings through happy and sad face as a way to communicate, thus allow me to better understand how they are feeling. Lew Vygotski’s theory on child development suggested that the socio-cultural aspect of learning was the most beneficial, and that learning occurs with support of parents, peers. Not only the people, but society and culture play a vital role in a child’s cognitive development. His famous scaffolding theory was a tool which should be used by teachers to introduce pupils to learning. I would use scaffolding in my lessons frequently. Firstly to show them different forms of art as painting , drawing , collage making, thus communication will occur through the introduction to different form of art making. To involve students I will explain the idea behind each project but give them the freedom to choose their tools and ideas to complete that project. In one lesson, we will learn how to make collages by watching videos and examples by famous artists. Later students will have the freedom to choose their materials such as magazine clips, paper cutting or photos of their family to make their own customised art. Another project includes discussion about their home, later they will paint or draw something that reminds them of their family so they will communicate through drawing different memories such as a Christmas tree, their pet, favourite cake, or grandma who reads them bed time stories. Another lesson will include placing bowl of fruit in front of them as the subject; they will choose their object, tools and use their own perception to draw what is in front of them.

TASK- 3

A.

In our teaching practice we must ensure that principals and models of assessments are being followed. Assessments are essential in the teaching practice, as it allows us to check what level a student is currently on; moreover it will indicate what suitable methods of teaching should be implicated in order to have the most effective individual plans (Ellis, 2017). This ensures that the students are learning and being taught in the best way for them, catering to individual needs and achieving inclusive learning. Furthermore assessments are essential for our own practice, it will allow us to keep records of progress and dictate whether teaching methods are being implemented successfully (Selling et al. 2016). In other words assessments are a form of analysing the teaching practise, are they being successful? As well as whether we are providing learners with the correct tools and teaching methods. After each assessment I will evaluate my learner’s development as an indication if my lesson plan is on the right path with my lesson plan for the class as well as individual learners. There are various types of assessment methods used in teaching practice which I will explain as well their effectiveness in my teaching practice. This is as to meet the criteria of the curriculum that is appropriate for the age group of my students, as well as inclusive teaching for individual learners. In teaching practice we have different methods of assessments, they are: written examination, multiple questions, assignment, practical observation, self assessment, discussion, questions and answers, peer review.

There are 4 basic types of assessments;

Initial assessments is a process of establishing an individual’s learning level therefore designing individual learning plan according to their needs (González-Gómez et al. 2016).

In other words the teacher will pre-assess a learner at the beginning of the teaching practise to find out where the learner is at moreover what methods of teaching will be most suitable for that particular student, so he can have the most effective strategy to absorb knowledge. There are 4 primary types of learners; visual, auditory, reading/writing, and kinaesthetic. Individuals can vary in the way which they learn best, which is why it is vital for a teacher to incorporate all of these. (VARK)

Diagnostic assessment will help to pre-assess the student further, his individual strengths, weaknesses, level of knowledge before the teaching practise begins (Csapó and Molnár, 2019).

It is a SWOT analysis of difficulties that learner is facing as well as well as his strengths. Therefore this assessment will allow me to adapt my lesson plan accordingly to the individual needs.

Formative assessments are taken during the learning process, and its purpose is to give the assessor an understanding of the level of learning development (Dixson and Worrell, 2016).

It is a form of feedback establishing if students are up to speed, moreover are teaching recourses are helpful and accurate for all, once again displaying inclusive learners. This form of assessment will give opportunity to reflect on teacher own practice, teaching methods and forms of communicating knowledge to learners successfully. Most importantly if students are developing accordingly to their individual plan.

Summative assessment is a form of checking how much student has learned at the end of a term, in addition it will indicate how much student have comprehend individually and in according to their lesson plan (Dixson and Worrell, 2016).

In other words what have they learned?

Effectively summative assessment is an evaluation after the learning term is done, as formative assessment is a form of feed back if the teaching program is working efficiently.

B.

In my teaching methods I use various types of assessments, as they are a very valuable source of information. Initially I would focus on observation; therefore my lesson plan will include tasks which will allow me to observe children behaviour in interpersonal relationships, furthermore by observing my learners how easily they interact with each other, are they responsive to my instructions, provide me with essential information about student needs and indication for inclusive teaching (Littlejohn et al.2016). Another form of assessment will be question ant answers after each lessen that would be form of diagnostic and formative thus allowing me to indentify if my teachings , communication with students, recourses and teaching materials are being helpful, and what I need to work on. This form of assessment will also indicate students who need extra help and different methods of learning as well as other forms of communication this is when inclusive teaching comes in place. Implementing initial as well as diagnostic assessments will allow me to diagnose learning goals of individual student. (Kalyuga and Singh, 2016) That will be my guide if particular student has basic skill to fallow general program.(Gibson et al .2015).By assessing their abilities I will be able to create their individual learning plan that will allow them to be included. For example student with imparting vision and sensitivity to colours will work on manual tasks including sculptures out of conkers when he will use mainly one colour thus avoiding tasks including using wild range of colours. My other option of assessment will by scaffold I will Provide students with initial task and ask them to complete it themselves Furthermore I will put students in groups making sure that inclusive learning is in place, therefore I will much students with higher ability with those with lower ability making sure that in my lessons inclusive learning is applied on regular bases.

c.

Being a primary school teacher I found the observation and diagnostic extremely helpful as a form of initial assessments. (Fraile etal.2017) This focuses on how active they are in the group, individually as well as their capability to communicate with in others. Thus this will allow me to see the gaps between individuals and in learning process as well as sharing their ideas and promoting individual thinking and concept of own art creating. I would encourage students to develop an independent style and form of creating art in a way that suits them well and include use their skills that will enable them the best outcome for their individual plan. As mentioned before, the selection of students into groups is important to create the right dynamics. By question and answers method I will further establish learner preference of performing using their skills, knowledge and understanding. (Afgan etal.2018) My learning plan includes visits to a local park and observing wild life and birds. Back in class I will give them instruction to draw birds they have seen, I would include step by step instruction of drawing, choosing their colours; moreover I will be asking students how they would describe birds. Most of them will point out the colourful feathers, when students with vision impairment will concentrate on black birds like crows. By assessing further I have found out that all children think that birds have got black eyes, therefore I will provide video and images of their different colours in their eyes. I will also use scaffolding in drawing practise and those with special needs I will provide more materials to, such as magazine and paper clip to make a collage version if a bird image instead of drawing as well as theoretical concept of drawing actual observation in park will help all the students in understanding concept of that particular learning.(Hsia et al.2019)

Task 4

Teaching Plan

1. Lesson Plan 1

Aim: The lesson aims to assist students to learn skills for analysing art elements and different principles of design.

Topic: Drawing and designing different symmetrical shapes

Goals: The goals are:

To identify different symmetrical shapes in nature

To improve skills of differentiating between shape symmetry

Curriculum Requirement: The curriculum requirement is that students need to be in the first grade.

Teaching Methods and Learning activities:

Direct Teaching:

The direct teaching is referred to the process in which the teacher directly mentions the students through visual images as well as through verbal interaction about the information they have to learn in the lesson (Gurses et al. 2015). In this process, the teacher is going to show different symmetrical shapes to the children and mention them what they are called. Moreover, the teacher is going to explain the reason behind the nature of the symmetry and relate real-life objects that are similar to the shapes. In order to ensure inclusive teaching, the shapes are to be explained with sign languages so that the hearing-impaired students are also able to understand what is being mentioned in the class.

Guided Teaching:

The guided teaching is the process in which the teacher asks the student to develop or perform a certain idea and the students have to use their existing knowledge to execute the idea (Candela et al. 2018). This teaching is to be used in the lesson after direct teaching where the teacher is going to ask the student to draw a real-life object related to the nature of symmetry mentioned. In the process, the student would not be helped by the teacher and the individuals have to use their own knowledge.

Independent practice:

The students would be asked to draw an object of their wish relating to a particular nature of different symmetrical shapes being taught in the class.

Opportunities to address aspects of minimum core:

In this lesson, there is opportunity for the teacher to educate the children to develop the ability to calculate the number of sides of certain symmetrical shapes and the way they are structured. In addition, it would also help to create a visual learning environment as real symmetrical objects are to be used by the teacher in educating and accomplishing the lesson.

Resources required:

Mirrors

Geometric shapes

Watercolour or pastels

Assessment checks:

The assessment is going to include questionnaires and monitoring the children while drawing in the class. The questionnaires are used as an informal assessment to check whether or not the students are able to remember the way they are to identify and differentiate between various symmetrical shapes. The monitoring is to be done to understand whether or not the students can draw the proper symmetry by identifying their names.

Feedback:

The feedback is to be given and taken at the end of the lesson where the teacher would personally interact with one student per 5 minutes.

Specific issues:

No issues are involved in the lesson.

2. Lesson Plan 2

Aim: The aim of the lesson is to inform the student regarding the way they are to draw and colour a horse.

Topic: Drawing a Horse.

Goals: The goals are:

To understand way of identifying a horse

To develop information regarding the way to colour and draw a horse

Curriculum Requirement: The students require being at least in the 2nd grade.

Teaching Methods and Learning activities:

Interactive Teaching:

The interactive teaching is the process in which the teacher communicates with the students to understand the level of their knowledge regarding a certain topic (Cheng et al. 2018). According to this process, the art teacher is going to interact with students regarding the information they have about how a horse looks and the colour of a horse.

Direct Teaching:

In this process, the art teacher is going to directly inform through the use of visual images and demo horse figures to the students regarding the way it looks as well as its colour.

Partner learning:

In the partner learning, the students are to be paired in team of two where one student is going to help another and vice-versa in drawing the figure of a horse and colour it individually. This is to be done so that the visually impaired student or other individuals with any learning difficulty with the help of their partner can understand as well as learn regarding the way to draw a horse.

Opportunities to address the minimum core

The ICT mentioned in the minimum core can be addressed through this lesson as a visual learning environment can be created where through video and visual images students are to be taught regarding the way to draw and colour a horse.

Resources required:

Small horse figure

Pictures of real horse

Video of way to draw a horse step by step

Pencil and colours

Assessment checks:

The monitoring and direct evaluation of the drawn pictures of the horses is to be done for checking the efficiency of the students in drawing a horse.

Feedback

The feedback from the students is to be received by the teacher after verbally explaining through images and video regarding the way to draw a horse. This to help the teacher understand what further information and assistance are to be given to the students to let each of the individual able to successfully draw and colour a horse. At the end of the lesson, the teacher is going to provide feedback to the students respectively regarding the way they can improve their drawing.

Specific issues

No issues were identified that could be encountered during the lesson.

3. Lesson Plan 3

Aim: The aim of the study is to help the student be able to draw birds and have knowledge regarding the way to colour them.

Topic: Identifying and drawing birds

Goals: The goals are:

To develop knowledge regarding the way to draw birds

To identify the way to colour birds

Curriculum Requirement: The student required to be at least in the 1st standard.

Teaching Methods and Learning activities:

Interactive Teaching: The interactive teaching is the process in which teachers communicates with the students in understanding their level of information regarding a certain topic so that the teacher can understand the way further information is to be given to ensure effective education of the students (Norin et al. 2018). According to this process, the teacher is going to interact with the students in the class regarding the extent of knowledge of them has about birds. Later, based on the information collected the teacher is going to provide further explanation regarding the way different bird looks and the way they can draw as well as colour them. In the process, videos of different bird images and the way they are drawn as well as coloured are to be informed. The instructions, as well as discussion with the learning disability students, are to be made in repetitive manner and through sign language to ensure they have the proper understanding in accomplishing the lesson.

Direct Teaching:

According to this process, the art teacher, by turn would individually guide each of the students to draw and accurately colour pictures of birds. This is because through direct guidance the weakness of drawing birds of each of the students can be resolved. For instance, the individual who though that bird’s eyes can only be black be taught there is other colours of eyes of birds. Moreover, the students who think all birds have small beaks can be made to understand as well as draw birds with longer beaks.

Opportunities to address minimum core:

The ICT aspect of the minimum core can be accomplished through this lesson as visual learning environment is used in executing the lesson. This is evident as videos of birds, as well as still images of birds, are used in the process.

Resources required:

Birds images and videos

Pencil

Colours

Sketchbook

Toy figures of different birds

Assessment checks:

The monitoring is to be used as the form of assessment to check whether or not the students have developed proper learning regarding the way to draw and colour entire figure of birds.

Feedback:

The feedback is to be taken from students and given by teacher at the end of the lesson individually to the students. This is to lead the teacher to understand which aspects are to focussed further in helping the students draw a bird.

Specific issues

No issues are to be encountered during the lesson.

4. Lesson Plan 4

Aim: The aim of the study is to let students understand and identify different things present in the surrounding they live.

Topic: Draw scenery

Goals: The goals are:

To identify the things that are present in nature

To develop an understanding regarding the way to draw and colour a scenery

Curriculum Requirement: The students to be at least in the first grade.

Teaching Methods and Learning activities:

Direct Teaching:

In direct teaching, the teacher educates the students by disseminating information in front of the class (Hennebry et al. 2017). According to this method, the art teacher is to inform students by showing different sceneries regarding the things they are to draw while making the scenery of nature.

In direct teaching, the teacher educates the students by disseminating information in front of the class (Hennebry et al. 2017). According to this method, the art teacher is to inform students by showing different sceneries regarding the things they are to draw while making the scenery of nature.

The guided teaching is the approach in which the teacher informs the students regarding the example of a certain item related with the lesson and the student find out the way they are to actually working to achieve the lesson goals (Fischer and Hänze, 2019). According to this process, the art teacher would provide examples to the students regarding the things to be drawn in making a proper scenery but the learner would discover through analysis as well as exploration regarding the key aspects and things they are to consider in drawing a proper scenery to accomplish the lesson goals.

Opportunities to address the minimum core

The opportunity in this learning plant is to address ICT as minimum core because the art teacher is going to use visual learning environment to help students learn regarding the way to draw perfect scenery.

Resources required:

Videos of different hilly areas, plains, plateaus and others

Access to park and open environment

Pencil, colour and page

Images of scenery

Assessment checks:

The assessment check is to be done through monitoring the students while they draw the scenery to ensure each of them has developed success in identifying which things are present to make proper scenery of any place.

Feedback:

The feedback is to be given and taken separately from students at the end of class to inform each student regarding the way they can improve and the teacher identifies the facts they are to keep in mind to improve progress in the lesson.

Specific issues:

No issues are to be encountered during the lesson.

TASK- 5

A.

The two theorists I will be looking at for this task is Donald Schons Theory of Reflection as well as Graham Gibbs Reflective Cycle Model. Reflection is a concept of looking back, processing and analysing our conduct, experiences, emotions and general behaviour in specific circumstances we are assessing, thus learning from this experiences.”Life can only be understood backwards; but it must be leaved forwards.” Soren Kierkegaard To fully engage in the study one must understand the full meaning thus reflecting learning come to place. Donald Schons theory divides reflecting process in two time zone, firstly during action and secondly in action. Reflection in action; actual experience, processing thought what is the next action plan, immediate action. Reflection on action; thinking what happened in the past, thinking if the action was correct, reflecting if you would act differently having analysed this particular situation, giving yourself ample of time. Reflection on action is processing during situation accruing in present moment, it is actual experience, our thoughts during that event, making decision about plan of action and finally executing that decision immediately. Reflection on action is after thought, after the event we reflect on what has happened, have we acted correctly moreover would we do something differently if it happens again. Acquiring new information as well as perspective gain will make us reflect on our decision and better outcome if possible in the future. I find Schon reflecting model very practical and in check with reality, as is not always be possible to have full concentration and awareness of situation we are in. For example reflection in action: students are in the class and for some reason can’t fully concentrate or they are getting distracted. They must think of another way of focusing such as start taking Bullet point notes. Reflection on action: realising after the lecture that some vital topic was forgotten, therefore student can prepare questions to address the teacher before the lecture. Making notes during class, discussing topic after class with your classmates to make sure the lecture is understood it. I personally always ask my tutor during a lecture, if I’m not completely sure that I have Understood the subject correctly. Graham Gibbs Reflective Cycle model (1988) explains that reflecting on our action and experiences it is extremely useful strategy. “The reflection on the unique setting and the unique learning experience often include a comparison”. (Gibbs1988) Gibbs model has got six phases of experience and action, thus these events can happen in learning, moreover personal or practical areas therefore our personal emotions can influence the situation and how we reflection.

Description - explanation of events, what has happened? Where and when.

Feelings- keeping account of your emotions, how you felt before the event and after.

Evaluation-positive and negative aspects of that experience, can we do it better next time?

Analysis- consequences of your actions by the choices you made. Was that desired outcome or it could improve if we act differently.

Conclusion-learning curves, what have we learned and could we have done it in another way to stop negative outcome.

Action plan-strategy to improve our actions when face with same situation in the future.

This reflective strategy is perpetual and repeats it cycle.

In Gibbs book “Learning by Doing” (1988), author emphasise importance of reflecting on experience people are go through a specific situation or event. While using Gibbs reflective cycle we can develop structure after going through actions, thus reflecting and evaluating our own emotions and feelings throughout the cycle of the process will help to be better prepared for future incidences. Moreover it will equip us with better tools if opportunity arises to improve specific situation, and by doing so we can think of an event In more objective way, analysing our own action and by being aware of them we can improve our conduct and change the negative to positive. I use reflective cycle in my teaching practice as well as personal life in order to improve my performance professionally and to create better version of myself.

In teaching I use reflecting observation and other reflective activities such as;

1. scaffolded questioning

2. SWOT analysis

3. Problem solving

4. Critical thinking

B.

In choosing to become a teacher for in primary school I was reflecting on my own experiences and memories of my first teacher, as well how profound those experiences shaped my future, confidence, and choices I have made. Importance of a good start is not to be missed, as quite often we will pay consequence for rest of our life, thus initial contact with our first teacher/mentor holds fundamental value. Teacher can lead and inspire, mentor who can help access and unlock the potential of the young soul, make them thrive and encourage becoming best version of themselves. At the same time teacher might lose opportunity for a pupil, and expenditure opportunity for the individual person. Reflecting on my own experience in my first year of school brings back very sad memories, attitudes and behaviours of my peers that did had huge impact on my life, however on the other side this experience made me want to become a teacher, a teacher I didn’t have. I first became a teacher in my gap year when I was trying to figure out what to with my future. Idea of teaching came to my mind as a good idea of getting work experience. I was teaching ten years old, and feeling overwhelmed with responsibility I was given. I started my practice with introduction, and from the start I was assessing children with observation. After few days I could clearly see that two students where having a problems adjusting, teaching program, destructive behaviour and concentration. Reflecting back I can see how those students helped me to become better at my job, and as a person. Firstly I have assessed their socio-cultural environment, home life and parents. What I discover confirmed my theory, that lack of stability and structure at home was affecting their behaviour and difficulties at school and their learning development. One boy came from domestic violence environment, thus his aggressive behaviour in the class, the other from single parent family with many siblings and overwhelming pressure on him to help to care for them, as well as help the mother with her work to support family financially. This children lack loving environment, role models and patterns of behaviour there where modelling on was dysfunction, aggression and neglect. I could fully understand their conduct, as I studied social learning theory by Albert Bandura, one of his quotes; “Most of images of reality on which we base our actions are really based on vicarious experience” His study on aggression came implemented by Bobo doll experiment, thus his theory was confirmed that children learn through observation and mimicking behaviours of others. He called that behaviour “observational learning” Furthermore his Theory of Personality explains that human behaviour is based on the experience, same apply to personalities this as well is learned through experience. According to the American Psychological Association “concept of Albert Bandura social learning theory that refers to complex reciprocal interaction exist among individual, his behaviour and environmental stimuli and that each of those components affects the others” This theory helped me to evaluate individual situation with two different students. I also reflected that their personal experiences created foundation for their behaviour at school as they develop over time by their personal encounters. I have started to researching not only in to the boys personal life but also how has school dealt with this situation up till now, what help, resources, individual learning program and activity after class can support and encuridge my very special pupils, as they become my protégés My next step was to request assistance from not only other teachers but most importantly other students. Implementing Bandura social-learning theory in the classroom I believed can help in further development of my students, as pupils not only copy each other, but also other students. I have evaluated and design roles in the class room such as: Kindness, respect, empathy, sharing with each other, as well as taking responsibility for our own action.

I have included all students in helping me to create groups in which students with more abilities could help and support those with less, implementing Bandura social learning theory that by selecting this groups students who previously didn’t participate in class will be motivated by others, and will imitate them. I wanted all students to participate in the class, and I was betting on that, more active students will influence the rest. Most importantly as a passionate teacher I wanted to spread the wings of my pupil passions, whatever they choose to do, as long as we work together, and they do the work with the best of their ability. The social Cognitive Theory (STC) contain; reciprocal determinism this is the most important component according to Bandura as it individual person with all his learned experiences therefore his personal behaviour, values and attitudes. Behavioural capability-individual behaviour based on essential knowledge and skills. To be able to conduct and perform accordingly one must gather the knowledge what is right and what is not acceptable, as we learn through consequences of our behaviour. Observational learning – we learn through observing behaviour of other and consequently we copy that behaviour. Further more if we witness right conduct we are very capable to succeed. Reinforcements- external responses to individual behaviour, how this own conduct affect individual and others, therefore building relationship between him and environment based on his action. Expectations – outcome of one action, and consequences of one conduct. Self efficacy: confidence and personal skills enabling to complete tasks and perform successfully. However is not always possible to change individual behaviour pattern by changing his environment. In my personal experience as a teacher I have found that sometimes genetics and biology are driving forces in individual behaviour, therefore is not always possible to learn behaviour from environment and others. By using Gibbs reflecting cycle I can evaluate Analyse and conclude action I have taken, thus create new action plan if last one was not successful or individual need weren’t meet in the best outcome for that particular student. I also used Vagotski scaffolding method in teaching my inclusive students, as my individual learners were behind program due to their circumstances; I have started individual plan and one by one session. My plan included six weeks of extra lessons in which I have used reflective cycle to analyse, evaluate and change the plan according to their needs; I have used SWOT to concentrate on strength and opportunities of the students as well as networking with other teachers to be aware of the personal situation those students have. Acting collectively with my colleague’s help not only the boys but also I could get more recourses and advice from professionals. Having meetings with school psychologist help me to build a plan how to deal with challenging situations.

References

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