Reflection 7

EDUC 776

REFLECTION EXERCISE ASSIGNMENT INSTRUCTIONS OVERVIEW You will complete four Reflection Exercise Assignments in this course. As you develop and move through this course, it is important that you can reflect on, report, and assess your learning throughout your educational journey. These reflection assignments will support your comprehension of new material and connections to learning theories and instructional practices you already know and use. INSTRUCTIONS

Each reflection should address the concepts and principles most meaningful to you during your study. Reflections are NOT to be just a summary of your reading/study. Reflections synthesize new information with prior personal experience and demonstrate your growth of knowledge and skill.

Reflections are 2 – 3 pages of well-organized prose integrating your observations and questions about the course material with at least five current (i.e., published within the last five years) scholarly sources. Use APA formatting, including title and reference pages. An abstract is not required. The title and references pages do not count towards the 2 – 3-page requirement.

As you organize your reflection, include the following elements:

1. A brief introduction paragraph that builds the foundation for your reflection on this module’s Learn material.

2. A discussion of new ideas. What new ideas (theories, methods, etc.) did you learn from this module’s Learn material? What was your favorite/most meaningful idea from the readings? Why? You might want to quote a short piece that you feel is an important idea or something you would like to remember for yourself or share with others.

3. Connections. How does this module’s Learn material relate to other materials you have read as a student, including materials from other courses as well as from this course? Do you predict you will use this information in the future, and if so, why?

4. Share experiences/memories. Comment on whether and how this module’s Learn material relates to your own experiences, either your own history as a student or what’s going on in your classroom/workplace now. Does the information in the material remind you of anything? What comes to mind as you are reading or watching the selections? Write about these experiences or memories.

5. Ask questions. What confuses you? What don’t you understand? Is there anything with which you disagree? What do you want to be sure to have clarified?

6. Above all, react. Write about your reactions to this module’s Learn material, giving examples and reasons for your reaction. Do you think others will feel the same way?

See the Reflection Exercise Example provided with this assignment for a sample excerpt of reflective writing.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Resources:

• Read: Ormrod & Jones: Chapter 7

• https://patch.com/georgia/snellville/9-practical-strategies-decrease-impulsive-behaviors- children

• https://www.biblegateway.com/passage/?search=Proverbs+1%3A5&version=ESV&inter face=print

• https://www.youtube.com/watch?v=ouXhi_CfBVg

Criteria Ratings Points

Content: Structure & Organization

10 to >9 pts

Advanced

The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall, the writing style is appropriate for a doctoral-level course.

9 to >7 pts

Proficient

Most of the elements of the reflection assignment prompt are addressed in the paper; however, the structure and organization of the ideas are presented haphazardly. Major points are stated reasonably well.

7 to >0 pts

Developing

The elements of the reflection assignment prompt are minimally addressed. The paper lacks flow of content. Major points are unclear or confusing.

0 pts

Not Present

10 pts

Content: Analysis

15 to >13 pts

Advanced

The content reflects higher-level thinking through critical self-evaluation and the application of principles and concepts learned during the reading/study of course content. Meaningful connections are made to personal and/or professional experiences.

13 to >12 pts

Proficient

Most of the content reflects higher-level thinking and critical self-evaluation. The application of principles and concepts learned during reading/study of course content is attempted. Meaningful connections to personal and/or professional experiences are stated reasonably well.

12 to >0 pts

Developing

Minimal analysis of content is present in the paper. The paper lacks a demonstration of higher-level thinking, critical self-evaluation, and application of principles and concepts learned during reading/study of course content. Major points are unclear or confusing.

0 pts

Not Present

15 pts

Content: Support

10 to >9 pts

Advanced

At least five scholarly references and source material are integrated into the reflection appropriately, demonstrating an excellent understanding of the course’s main ideas and learning outcomes.

9 to >7 pts

Proficient

At least five attempts to utilize scholarly references and source material are present; however, source material integration lacks cohesion. Evidence of understanding of the course’s main ideas and learning outcomes is still developing.

7 to >0 pts

Developing

Four or fewer scholarly references and source material are utilized in the reflection. Understanding of the course’s main ideas and learning outcomes is underdeveloped.

0 pts

Not Present

10 pts

Reflection Exercise Grading Rubric | EDUC776_B02_202440

Criteria Ratings Points

Structure: Mechanics

8 to >7 pts

Advanced

Spelling and grammar are correct. Sentences are complete, clear, and concise. Paragraphs contain appropriately varied sentence structures. Overall, the tone of the paper is appropriate to the topic.

7 to >6 pts

Proficient

Some spelling and grammar errors. Sentences are presented as well. Paragraphs contain some varied sentence structures. The tone attempts appropriateness.

6 to >0 pts

Developing

Spelling and grammar errors distract. Sentences are incomplete or unclear. Paragraphs are poorly formed. The tone is distracting and/or inappropriate.

0 pts

No Marks

8 pts

Structure: Format

7 to >6 pts

Advanced

Where applicable, references are cited in current APA format. Title and reference page are present and well-developed. Paper is well-developed using 2-3 pages.

6 to >5 pts

Proficient

Where applicable, references are cited with some current APA formatting. Minor issues present on the title and/or references pages. Paper is well-developed but uses either slightly more than three pages or slightly less than two pages.

5 to >0 pts

Developing

Where applicable, references are minimally or not cited in current APA format. Major issues are present on the title and/or reference pages. Paper is either too long (3.5 pages or more) or too short (1.5 pages or less).

0 pts

No Marks

7 pts

Total Points: 50

Reflection Exercise Grading Rubric | EDUC776_B02_202440

PERSONAL DEVELOPMENT

Personal Development

Arnette Person Jr

School of Education, Liberty University

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning his article should be addressed to Arnette Person Jr.

Email: [email protected]

1

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PERSON DEVELOPMENT 2

Personal development represents a student’s overall schooling that includes visible,

psychological, and social/emotional evolution. As an educator, my personal development has

grown to a better level of understanding of how some students operate. According to Ormrod and

Jones (2022), educators often conversate about learners as peculiar, dependable, friendly,

understanding, or self-confident referring to an individual’s traits. Therefore, contributing to the

influences of how they behave, think, and feel across different circumstances and times. Young

children's and adolescents’ traits are frequently mentioned as disposition traits, while adults’

traits are commonly referred to as personality traits (Ormrod & Jones, 2022, p. 290). Throughout

my professional learning and knowing the difference between Self-Efficacy: (am I positive I can

teach students), Self-Concept: (am I good enough to teach at the Tech Center), and

Self-Esteem/Self-Worth: (how confident am I about myself), (p.296). Those three assessments

enabled me to help my students improve their attitudes and critical thinking, increase their

participation, and various other developmental attributes ultimately making them better overall

students academically and physically.

According to Safeer et al. (2022), Social-emotional maturing consists of the practical

knowledge of the child, interactions, and emotional control, and the ability to demonstrate

agreeable and gratifying contact with other individuals. With an emphasis on children

ready for instruction. Social-emotional development plays a dominant function in children's

growth in maturing. When I teach, I try to incorporate a positive atmosphere and hands-on

activities to allow the students to work together to complete an assignment. Also, puts them in an

enjoyable position to learn, collaborate, and use their critical thinking skills to get the assignment

done in a timely and efficient manner. In my lesson plans and class discussion, I use everyday

real-life situations to help the students understand the curriculum content that’s presented to

them and allow them to participate in their learning as well. Brake (2020) said it best, an

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PERSON DEVELOPMENT 3

educator and learner trusteeship are connected with the social and emotional development of the

individuals they are instructing, their school compatibility and participation, and their academic

accomplishment.

A positive instruction atmosphere is a magnificent example of how a productive social

surrounding may influence/encourage each student's development (Daily et al., 2020). Over the

years as a teacher, I have noticed that a school atmosphere with a focus on conversational

approaches recommends school ambiance is part of what structures the interconnections between

learners, educators, households, and the comprehensive communities. When I am teaching, I like

to call on students to read to get everyone involved in their learning. Some of the students do not

feel comfortable reading in front of their peers. According to Moussa and Koester (2022),

various investigations have suggested that reading aloud to students (students reading aloud)

could strengthen their fundamental reading competence and their reading stimulation. Ormrod

and Jones (2022, p.309) stated peer association, especially friendliness, serves multiple essential

responsibilities in young children and teenagers, particularly and social maturing. One big

motivator in my student's development is me working with them one-on-one making sure they

understand and comprehend the assignments given. The Bible tells us in Proverbs 22:6, “Train

up a child in the way he should go: and when he is old, he will depart from it.”

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PERSON DEVELOPMENT 4

References

Brake, A. (2020). Right from the start: Critical classroom practices for building Teacher–student

trust in the first 10 Weeks of ninth grade. The Urban Review, 52(2), 277-

298. https://doi.org/10.1007/s11256-019-00528-z

Daily, S. M., Mann, M. J., Lilly, C. L., Dyer, A. M., Smith, M. L., & Kristjansson, A. L. (2020).

School climate as an intervention to reduce academic failure and educate the whole child:

A longitudinal study. The Journal of School Health, 90(3), 182-

193. https://doi.org/10.1111/josh.12863

Moussa, W., & Koester, E. (2022). Effects of story Read‐Aloud lessons on literacy development

in the early grades: Experimental evidence from Nigeria. Reading Research

Quarterly, 57(2), 587-607. https://doi.org/10.1002/rrq.427

Nelson, T. (2013). King James Study Bible: Second Edition. Thomas Nelson.

Ormrod, J. E., & Jones, B. (2022). Essentials of Educational Psychology (6th ed.). Pearson

Education (US). https://mbsdirect.vitalsource.com/books/9780136817666Zamnah, L. N.,

Safeer, A., Dahar, M. A., & Niazi, M. I. (2022). Impact of social-emotional development of 1st

and 2nd grade learners on their academic success. Webology, 19(1), 8042-8057.

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