Reflective Journal on Using Gibbs Model for Self-Assessment

Project

INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
A reflective journal is a documentation of ongoing work but, most notably, an forum for
focusing on the learning process (Kuzairi, 2019). The study is defined as the personal perspective
that was developed with the aid of the Gibbs model, as it helps to assess general strengths and
failure scenarios.
MAIN BODY
By using Gibbs model, individual able to done self assessment and evaluate their strengths
and weaknesses in terms of their skill sets (Jang And et.al., 2019). It helps in enhancing
individual personality or enhancing their academic or work success accordingly. This model
contains six steps which are as follows:
Description: Recently, I was focusing on a task of teaching research position at an Oxford
Education College in north-western England, learning where and when to teach GCSE
mathematics to various adult students. As my position is in the beginning phases, I mainly assist
the classroom teachers but have only started to plan and include a small part of each lesson. The
accident occurred in a classroom to which I was to put my very first lesson. The class instructor
had taught the students about fractions and my role was to continue on with this learning, mainly
looking at how two fractions can be subtracted. But, since I was due to leading the lesson, I
ended up going to the blackboard and I got so frustrated that I began to fail to relate to the class. I
was uncontrollably nervous, and was unable to compose my first sentence accurately. I was
standing by the stage attempting not to weep. I left the space as soon as the class was over, and
did not speak to anybody.
Feelings: I was profoundly uncomfortable across the time, or even decided to quit my
teaching practice. I was indeed disappointed and irritated by my own inability to talk at the
college front, while I was also deeply angry with both the head teacher about her attitude towards
the students (Steele, 2018). Since that, I began to feel she won't offer me adequate time to
organize myself, but she would have encouraged me to understand my emotions, too. I felt upset
about the experience and I reported sick the following week; it was after I learned about the
encounter that I remembered I needed to speak to the manager at the workplace. I have later
learned that becoming embarrassed is a natural human response that helped me feeling less
insecure when talking out in front of students. I continue to focus on my public speaking,
1