A written piece discussing models of supervision and its importance to the counselling process On entering into education about or practicing as a counsellor, an individual is committing to an ongoing process of supervision. The goal of this counselling supervision is to create a trusting environment in which developing students are able to enhance their skills and competence (Carifio & Hess, 1987; Hess, 1987; Ronnestad & Skovholt, 1993). It is a process of professional and personal development which encourages a counsellor to reach higher levels of competence. This in essence provides an environment for counsellors to discuss their work regularly with an experienced counsellor and supervisor. It is through these supervision meetings that the supervisee is able to reflect on their own practice, drawing from active counselling sessions, the practitioners own thoughts, feelings and reactions and is able to examine these and develop/adapt strategies for client work.
In History class I was able to role play inventors and I obtain what I have learned till this day! Secondly, Gage discusses the encouragement of a compatible teacher would be helpful because the teachers often considers the styles of a kinesthetic learner (Gage 1995) appropriate, where as another teacher could view this
This captures their motivation and builds on previous successes to enhance learner confidence (Brownstein 2001). As I have previously stated, it is important to introduce learners to the decision making process and
Conclusions. We conclude that oral shift reporting may be an important learning opportunity. This is especially true when nursing students engage in professional discussions with their colleagues and superiors. Our findings suggest solutions to improve the learning value of the oral shift reporting process for nursing students. Relevance to clinical practice.
Bloom's Taxonomy of Education One area many nurses strive to improve on are patient outcomes. With the education that nurses receive, they can apply their knowledge to develop teaching plans that will enhance the patients understanding of their own learning needs. Bloom’s Taxonomy of education gives nurses direction on how they will apply their knowledge into a more systematic process for educating their patients. Blooms Taxonomy was originally published in 1956 and was mainly used for classifying learning outcomes. In 2001 Bloom’s Taxonomy was revised to include a structure for categorizing cognitive learning.
According to Gravell, (2012:18), the main role of the Teacher is to help learners achieve their chosen programme. Gravell went further to explain that this can be achieved by using various teaching and learning methods whilst taking into account learners individual needs. As a Team leader in the Princes Trust I will wear many hats: friend, judge, mentor, different roles for extracurricular duties. When I say mentor it means many things from a role model to coach to confidant, someone I believe who encourages positive behaviour this could be with the use of more responsibilities in the class room. Helping them improve the skills this could be through communication for example being able to understand situations and resolve differences which will build trust.
the cycle of learning to enable me to develop my own understanding and as a reflective practitioner I can link this with Schon’s (1983) concepts of reflecting in action and reflecting on action to help improve my actions and professional practice and show that I evaluate my experiences and integrate it to theory and knowledge in supervision (Aids to Practice cards, Values and Ethics, p112). The relevant skill to use with the case study service user is communication. I will start explaining its relevance by looking at why it is an important skill for all social workers to use in their practice. In Block 1 of K113 we heard a number of service users and practitioners talk about examples of good and bad social work. They highlighted that a good social worker makes you feel important, works in partnership with you, gains your confidence, is straight talking
After presenting and rationalizing each concept, the author explains how parents can implement his suggestions. I feel the book would also be of value to professionals working with children because when parent-child and professional-child relationships have been studied, similar results have been found (Kostelnik et.al, 2009, p. 346). Finally, the last part of the book contains
The question now arises is that why we in general and teachers in particular should reflect on our practice? Firstly, it is required for personal and professional growth. With the help of reflective writings we attempt to enhance our mental capabilities and improve our practice. Also, it helps us to do things right and be able to justify our actions. Reflective writings make us creative and innovative and facilitate us to consider fundamental issues in learning.
The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012). The author concurs with Gravells et al (2012) that, a tutor should also challenge prejudice, discrimination and stereotyping as it occurs. This can be achieved by incorporating activities in learning based around equality and diversity so it helps students in their understanding. Francis and Gould (2013) state that the role of a tutor in the lifelong learning sector is not confined to imparting knowledge and skills, but covers a multiplicity or different tasks. These roles are accompanied by responsibilities and these contribute to the adoption of a professional approach to work in the lifelong learning sector.