This article discusses the importance of thinking movement as a tool for self-esteem in schools by examining the importance and consequences of the thinking process.
The article is based on the following headings:
– RELEVANCE OF REFLECTIVE PRACTICE
– WHAT IS SOFTWARE?
– WHAT IS RPM RP for school?
ON SOFTWARE …
Have you ever, delivered a new day with someone new, sat down and spread the events of the night in detail? Perhaps you have wondered if the comment you made could be unintended or perhaps misunderstood.
Do you ever worry about whether you have misunderstood your body today or – especially if the date goes a bit, thinking about what went wrong and how to avoid making the same mistake next?
This may be an overly negative view of a possible lovely evening, but it contributes to the fact that we all in our daily lives take time to contemplate and reflect on what has happened in our day.
Whether this is done consciously or unconsciously, we respond to all the circumstances by thinking about them and working out events with memory and memory. And more often than not, these thoughts make decisions and these choices create choices that determine future actions.
Thus, we can come back from vacation, carrying photos and stories, and we reflect, can decide to return next year, or sometimes because things were terribly wrong, choose a better travel agency or different destination.
Or as a parent who comes from a trip to a few prospective schools for your child, you have sat down to discuss the options that are open. You remember every school visited and remember what impact may have had. You are the pros and cons of why, consider each scenario from a variety of perspectives and finally make a decision that is not rushed into.
Think about time, recent and past, as you have stopped reflecting and thinking about experiences. Here "think about" and "remember" are not synonymous: when we will remember events and details; When we "think about", we use critical thinking thinking, using analysis, evaluation, synthesis and reasoning. We ask questions and try to find answers; We organize and create opportunities; we work, deconstruct and evaluate the results of ideas and methods. From this we can make choices that must be made and possible ways to implement these decisions.
In order to try to find a fair definition of the process that reflects, let's use this simple formula:
Remember and think about + make selection and planning = reflections
We all, some sort or another think about our experience. Meditation, however, is a way to testify about such thinking and reasoning. It's a comment about the ways you've thought and reflected in your experience.
RELEVANCE OF REFLECTIVE PRACTICE
I would like to assert that the school's improvement would be more translator if all schools accepted repeated exercises as a daily routine.
I'm not alone in my mind:
"Critical thinking about experience continues to be a successful technology for professional development." Ketill B., & Sellars, N. (1996). The development of student teachers practical theory of teaching. Teaching and Teacher, 12 (1), 1-24. EJ 526 790
"By its nature, the thoughtful exercise time causes teachers to step back and not only critically reflect on how they teach, but also why they teach in a special way." Schon, DA (1996). Teaching Thinking Expert: Developing a new design for teaching and learning in professions. San Francisco: Jossey
"Next year is my final year and I feel a lot more motivated in my studies after completing this module and have taught me a lot about my learning style by keeping the journal and I will start moving on one of my final so thoughtful learning paths I now know that the qualifications that graduate employers will look for and I need to get them to get a good job – my action plan will help me do this. "Student, Napier University
" The Most Beneficial of thoughtful exercises for teachers is a flawed understanding of their own form of teaching, and much more effective as a teacher. Other special benefits expressed in current literature include confirmation of teacher teachers, useful challenges for tradition, recognition of teaching as an artist and respect for diversity to apply theories to school work. "Freidus, H. (1997). The story says: Teachers know what they know. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL. ED 409 274
"An ability to think about what one does and why – to evaluate past actions, current circumstances and intended outcomes – is important for intelligent exercises, a thought-out exercise rather than a routine." Magazine by Hilda Borko, Paul Michalec, Jean Siddle, Maria Timmons; Journal of Teacher Education, Vol. 48, 1997
"The main benefit of thoughtful exercises for teachers is the lack of knowledge on their own teaching methods, and much more effective as a teacher. Other special benefits expressed in current literature include the acceptance of teacher ideals, positive challenges for tradition, recognition of teaching as an artist and respect for diversity in the application of doctrines in school. "Hurst, B., Wilson C., & Cramer, G. (1998). Professional teaching lessons. Phi Delta Kappan, 79 (8), 578-82. EJ 563 868 "If the schools have to change for the better, they need to become places where teachers can think." At the heart of teaching: A Guide to Reflective Practice (McEntee, et al., 2003)
for teachers to grow, study and excel, she must stop constantly and explore herself, her learning goals and teaching methods. tools for teachers to change, improve and sharpen philosophy and teaching methods. on the interests of students, curiosity and the idea that students learn better when they build their own knowledge. "GEMMA CLASING, MAPacific Lutheran University (PLU) Masters of Educational Program."
There are a lot of documents supporting the announcement that thinking is a key issue, not a matter of thought. only for professional development, but also for raising standards. Even Complex Lookup Dfes Standards
The website of the website will deliver 500 references to recent policy and government projects that confirm not only the value of thinking, but also the need for both students and teachers to participate in the thoughtful exercise process.
Evaluation of study programs throughout the country must recognize the importance of meditation and review at some point in time.
It is impossible to understand AFL from reflection, as the ability to reflect will greatly affect key issues like self and peer evaluation. But thoughtful practice is not limited to AFL: A small part of school life can be improved by RP – from teaching assistants to the administrative and management team. Anyone involved in the RP process can use this process to improve working conditions, determine attitudes and ethics, focus on detail, and use self-examination as a way to self-help.
Copyright (c) 2009 Positive MAD