Critical Reflection On Professional Growth

Part 3: Critical Reflection on Professional Growth Reflective Paper

Throughout the first five Modules I have completed many learning styles analyses. I have now realized that one of the major steps to become a peak performer is self-assessment. The Social Change Self-Assessment and The Professional Practitioner Self-Assessment have helped me to evaluate myself critically (See Appendix F & G). According to professional practitioner self-assessment and social change self-assessment (Appendix F & G), it has been obvious that I have adequate skills to be an effective professional practitioner as I am excellent many areas. While completing these assessments, I thought of my characteristics and skills and used some evidence from my everyday interactions.

My objective of following this course is to improve and develop my teaching knowledge. At the beginning of the Module one there was a distinct challenge. Time management has been at the root of that challenge (Appendix H). When I read time management skills in Unit’s reading, I realized that my time management skills are quite lacking as I want to do more than one tasks as a time. Initially, few weeks later my time management was under control (Appendix I). Now my goal is to use this time effectively for study and pleasure in future as

The long-term aim of this concept is the most important ending of lifelong development.

I work in a society that does not have full freedom of speech and so hope that both learning theory and interacting with class mates in the rest of the world will help me develop suitable teaching mechanisms. Where I work we are very aware of the responsibility we, as a privileged, private school community, have. However, I think that, whilst we help where we can, we need to keep our focus at this stage on bettering in whatever way we can, the educational experience within our boundaries and leading by example.

According to Neil Haave (2015) learning should focus on being curious and never running out of questions. Such questioning together with accepting that disappointment is part of the equation drives much of my teaching. Learning must be done from the early age with fun, motivation and curiosity and this must be continued throughout life as we develop in life. Learning should aim for the long term development of a person. Learning should comprise a holistic approach to prepare learners to be effective global citizens in future (Ellis,