Blp Reflective Study
Reflecting on Practice
Executive Summary
This study outlines the way that reflective practice has helped me to understand the difficulties of using a whole-school teaching programme (Building Learning Power) as a trainee. It critiques the programme and uses reflective practice theory to make sense of the effect it has on my teaching, on student learning as well as whole school issues.
Introduction
In this assignment I intend to reflect upon my use of the ‘Building Learning Power’ (BLP) programme (Appendix 1) in my secondary geography teaching practice. The enquiry is based at *********School - a large, mixed comprehensive school in Dorset, rated ‘outstanding’ by Oftsted. As BLP is a leading whole school approach I have been exposed …show more content…
Already in my planning I should be including SEN, AEN (MLD, SLD), G&T, EAL, FSM, SA, SA+, Statement, EBD, ASD, H&S, TA, SEAL, ECM, PLTS, ICT, numeracy, literacy…and not forgetting the lesson topic and knowledge needed to pass GCSE’s and A-Levels. Csikszentmihalyi (2002) noted that if we attempt to tackle a task which is too challenging for our current skills, it will cause anxiety and frustration. The way I sometimes feel about these extensive responsibilities a teacher is summarised in a discussion by Bolton (2003:3): ‘[Professionals] right to make moral and professional judgements is being eroded daily; they are being reduced to technicians, their skills to mere technical competencies’. In this sense, my social and moral competencies, my ‘common-sense’, my compassion is reduced to a list of acronyms. Britton (2010:52) highlights the difficulties with feeling pleasure when training, where ‘cultural environments dominated by alienation, cynicism, disaffection or low self-esteem are evident’. Pleasure does not seem to comply with how a trainee expects to feel: ‘She does not want to hear about what she has done well, but about where she has failed. She does not value what felt easy and enjoyable, but wants to focus on her struggles’ (Britton,
Executive Summary
This study outlines the way that reflective practice has helped me to understand the difficulties of using a whole-school teaching programme (Building Learning Power) as a trainee. It critiques the programme and uses reflective practice theory to make sense of the effect it has on my teaching, on student learning as well as whole school issues.
Introduction
In this assignment I intend to reflect upon my use of the ‘Building Learning Power’ (BLP) programme (Appendix 1) in my secondary geography teaching practice. The enquiry is based at *********School - a large, mixed comprehensive school in Dorset, rated ‘outstanding’ by Oftsted. As BLP is a leading whole school approach I have been exposed …show more content…
Already in my planning I should be including SEN, AEN (MLD, SLD), G&T, EAL, FSM, SA, SA+, Statement, EBD, ASD, H&S, TA, SEAL, ECM, PLTS, ICT, numeracy, literacy…and not forgetting the lesson topic and knowledge needed to pass GCSE’s and A-Levels. Csikszentmihalyi (2002) noted that if we attempt to tackle a task which is too challenging for our current skills, it will cause anxiety and frustration. The way I sometimes feel about these extensive responsibilities a teacher is summarised in a discussion by Bolton (2003:3): ‘[Professionals] right to make moral and professional judgements is being eroded daily; they are being reduced to technicians, their skills to mere technical competencies’. In this sense, my social and moral competencies, my ‘common-sense’, my compassion is reduced to a list of acronyms. Britton (2010:52) highlights the difficulties with feeling pleasure when training, where ‘cultural environments dominated by alienation, cynicism, disaffection or low self-esteem are evident’. Pleasure does not seem to comply with how a trainee expects to feel: ‘She does not want to hear about what she has done well, but about where she has failed. She does not value what felt easy and enjoyable, but wants to focus on her struggles’ (Britton,