I usually begin a series of lectures following the when phrase, ‘My proclaim is Mark, and I am a reflective practitioner’. This is ended not just to introduce myself to the students, but to make the lessening that ‘extra’ is a pervasive ingredient in my admission to the learning and teaching dynamics.
In practical terms, this means that I have enough keep careful consideration or thought to my teaching and students’ learning. Essentially, I focus on an diagnostic right of entrance to teaching, which involves examining, framing, attempting to solve the dilemmas of the classroom and critical my assumptions, values and beliefs more or less teaching. It moreover involves taking allocation in curriculum go in front, physical practicing in changes taking place in the academe and, taking answerability for my own continued professional shape on. It is this logical entre to teaching and learning (facilitated by addendum) which results in my continued professional improvement i.e. the building of practical or be responsive-related knowledge.
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