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The case reports incorporated during this textual content enable the reader to have infrequent entry to insightful examples of the ways that mirrored image can aid them in addressing various difficulties similar to dealing with behaviour, making plans for creativity, becoming into the ethos of the varsity or university, and constructing their wondering techniques.
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Extra info for Developing reflective practice : a guide for beginning teachers
In attempting to teach about angles and how to measure them, he had produced some brilliant animations (on an interactive whiteboard) of swirling right-angled objects, and engaging activities where the students measured the angles of objects around the classroom. His demeanour, however, was somewhat timid and he allowed the students to choose where they sat and who they (loudly) conversed with. He asked probing questions and his presentation of ideas about how angles could be measured and calculated was crystal clear.
After the lesson . . my mentor pointed out that I was not to lower my voice when speaking to an individual as it prevents the rest of the class from hearing the answer. I also sometimes felt myself stumbling when talking to the whole class . . . so I need to be clearer in my explanations. The second starter [beginning lesson activity] was with the same group later on in the day and I felt much more conﬁdent about delivering it after their earlier response. The pupils once again responded well, enjoyed it and they even applauded me once I had ﬁnished!
However, if the cost of fuel is paramount the direct route may be more desirable. Similarly with teaching, after reﬂecting on an experience with a class you may make decisions about how to change things next time. This is Fiona’s reﬂection after teaching her third lesson: “ At the end of the lesson I felt like I could write an entire essay just on what I had learnt from that hour! These are some of the most salient points: 1 Never, ever give out equipment until you want them to do something with it!