Preparing for Success At University: Knowledge and Creativity

Preparing for Success At University knowledge and
Creativity

INTRODUCTION...........................................................................................................................2
MAIN BODY..................................................................................................................................2
CONCLUSION................................................................................................................................4
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INTRODUCTION
Preparing for success understands what they would like to make, where they need to be in a
several years, the profession or company they want to be in is all quite significant (Jang And
et.al., 2019). It's also really very important to build a vision board and imagine where they need
to be in life. But planning for success is what is much more critical. The study is characterized as
the individual perspective developed with the aid of a Gibbs framework, as it helps in
understanding general capabilities and possibilities of failure.
MAIN BODY
By the use of Gibbs model, individuals can self-assess themselves and assess their strengths
and limitations in respect of their ability sets (Kuzairi, 2019). This helps to develop the attitude
of individuals or to improve their academic or job performance accordingly. This model involves
six measures that are as follows:
Description: I recently concentrated on teaching research only at Oxford Education College
in north-western England, studying where or when to instruct different adult students GCSE
mathematics. Because my job is in the early stages, I primarily assist the teachers in the
classroom, but I've only begun to prepare and provide a small portion of each lesson. The
incident occurred in the classroom where I was going to take my first lecture. The teacher of the
class had instructed the students regarding fractions and my job was to continue with this
learning, specifically looking at where to deduct two fractions. But I wound up getting to the
blackboard because I was responsible for leading the class, and I became so irritated that I started
to struggle to relate to the class. I was uncontrolled way anxious and could not accurately
formulate my first sentence. I was standing on stage, trying not to cry. As soon because as class
was done, I left the room and didn't talk to anyone.
Feelings: All the time, I was extremely uncomfortable, and even wanted to leave my
teaching practise (Matthews and Edmondson, 2020). Indeed, my own inability to speak on the
college front saddened and frustrated me, though I was still profoundly unhappy with both the
school principal about her behaviour towards the student. I started to feel like she wouldn't allow
me ample time to organise myself, but she'd have helped me to consider my feelings, too. I felt
angry about the incident and the next week I declared sick; that was after I heard about the
encounter that I realised that I wanted to talk to the workplace boss. Later, while talking in front
of students, I discovered that being embarrassed is a normal human reaction that made me feel
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