Developing People Module Assessment Essay Example | Topics and Well Written Essays - 3500 words

Developing People Module Assessment - quiz ExampleThis has been similar with the whole process of critical reflection as has been described by diametric experts (Gardner & Fook, 2007, pp. 19-33). It is a personal belief that intentions and motives play a crucial role in success or failure of a pedagogics- acquire process. Besides theoretical frameworks and formal objectives of education, it is very imperative for a teacher to study in things that later become a part of any study process. However, at the same time, it is internal for an effective teacher to avoid inclusion of biasness resulting in making teaching a very heavy process that often is considered a simple process that is not the case at all. From module readings, it is an expression that experts (Rodgers, 2002, pg. 845) have set the criteria for reflection as a meaning-making process, disciplined way of thinking, and a notion that requires attitudes and fundamental interaction with the community. From understanding of these researches and personal experiences, it is a belief that teaching is nothing but a reflection of reflection, in which a teacher has to endeavor to reflect on his/her own reflections while at the same time, outfit learners with capacity to reflect on their own. This is one of the reasons that in initial sections of this reflection, I inclined to consider teaching as a learning process itself. In addition, from further observations, I throne reflect good that for an effective and efficient learning and reflective process, it is very imperative for teachers to consider needs, experiences, context, and attitudes of learners (Gardner & Fook, 2007, pp. 41-53). In other words, personally, the learning process cannot refer to its plinth when teachers focus more on subject matters rather than learners intelligences. One can associate this personal new insight with Gardners argument in which he questioned the validity of ascertain an individuals intelligence through the process of taking a person out of his internal learning environment and asking him to do isolated tasks he had never done before and probably would never choose to do again (Armstrong, 1994, pg. 1). Particularly, a teacher has to play the role of a intercommunicate hub in which he/she can allow the learners to bring and connect their own perceptions, experiences, and context in the learning process while at the same time, acting as an encoder, as well as decipherer to understand and reflect on personal experiences of each learner. This may seem very unrealistic in theory however, in classroom settings where teachers spend an extended period with the learners, this is possible and if implemented, may result in enriched learning experience. On the other hand, absence of such considerations may although enable a climber to reach to the lot base with the help of a guide however, may not equip him/her with skills to reach to boot and conquer the mountain without help of any guide and even without any oxygen go for. A mountain guide can be a teacher or a facilitator, whereas, absence of oxygen support can be critical