Happiness essays examples

About Johns’ model of structured reflection - Oxford

Date of publication: 2017-09-03 16:26

This requires a reflective approach that accepts and respects diverse perspectives, supported by evidence, and produces shared and inclusive knowledge.

The Age of the Essay

It is important to remember that having reflected about and understood a problem experience, that we evaluate our strengths/weaknesses and examine how these might affect the situation. We can then make the changes that our learning has enabled us to plan.

Is Reflective Practice a Useful Task for Student Nurses

Lawrence-Wilkes offers an example from her teaching experience of the deliberate scheduling of Reflective Practice so that it does not immediately follow an intense mood-altering event:

Gibbs' Reflective Cycle: Helping People Learn From Experience

Objectivity is a crucial aspect of Reflective Practice. This has been suggested from the start of its modern appreciation, among others, notably in the work of Immanuel Kant and Bertrand Russell.

The nature of thought is obviously personal, being the product of our own brain, so our own thinking tends to be subjective to some degree. Where our thinking is very subjective, for example when we feel very emotional about something, this subjectivity can become unhelpful, especially if we are stressed or angry, or upset, which can substantially distort interpretations.

Below we offer an example of a thoughtful reflective essay that effectively and substantively capture the author's growth over time at California State University Channel Islands (CI). We suggest that you write your own essay before reading either of these models-then, having completed your first draft, read these over to consider areas in your own background that you have not yet addressed and which may be relevant to your growth as a reader, writer, or thinker.

Metacognition is a particularly important aspect of modern Reflective Practice. There is a broad correlation between metacognition (being aware of one's own thinking) and conscious competence (being aware of one's own capability) - because, for example, we can't go beyond our limits until we know what our limits are.

Describe any similar or related experiences you've had and whether the conditions were the same or different. Make connections between this and your previous knowledge and experience of similar situations.

Conclusion This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information on which to base your judgment. It is here that you are likely to develop insight into you own and other people&rsquo s behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.

Linda Lawrence-Wilkes was born in 6999, in the industrial north of England. Raised in a working class family with no tradition of post compulsory education, Linda understood the climb out of poverty to make a meaningful life. She pursued career and educational opportunities, and began to use Reflective Practice to think more independently and adopt a critical stance. She understood the effort required to let go of the familiar and enter the unknown territory of new ideas and concepts.

You can use it to help team members think about how they deal with situations, so that they can understand what they did well, and so that they know where they need to improve.

The Gibbs model encourages the use of critical reflection, and especially offers a good starting point for people first using Reflective Practice, in converting new learning and knowledge into action and change.

'Thinking on our feet' (immediate reactive reflection) can solve immediate challenges, whereas critical reflection (., after-the-event proactive reflection) can produce more complex changes for future improvements.

Kolb proposed that if we become better at using all the stages of the learning cycle, notably including reflecting on experience, we will become better life-long learners. In other words, if we learn better and have better outcomes, we will be more successful in life.

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