Gaining Confidence with Presentation Skills

This assignment involves a reflective analysis of a practicum experience. The author discusses their experiences, including maintaining good relations with students and teachers, which leads to a successful career with good placement. They also mention planning to build a healthy relationship with colleagues and higher authorities to stay updated on required skills and knowledge. A workshop on presentation skills is booked for further improvement. The assignment highlights the importance of reflective thinking and practicing skills in education.

REFLECTION
REPORT

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
REFLECTION.................................................................................................................................1
CONCLUSION AND FUTURE ACTIONS...................................................................................5
REFERENCES................................................................................................................................7

INTRODUCTION
Academic learning skills play a significant role in improving an individual’s personality
with improving the knowledge to a high extent. It helps in developing and enhancing those skills
by which an individual gets professionally and personally developed (Bruno and Dell’Aversana,
2018). In the present report, there will be reflection given on the basis of learning module
provided with applying Gibb’s reflective model and reflecting on each one of its components. At
last, conclusion based on reflection will be provided along with suggesting the future actions by
which learning can be made more effective in the upcoming time.
The Gibb’s reflective model proves to be highly helpful in making an individual learn
easily and at a fast pace through doing. The model involves six stages of reflection which are like
description, feelings, evaluation, analysis and conclusion as well as action plan respectively. In
description phase, general details about the background information is given which is supposed
to be relevant and to-the-point. In the second phase of feelings, thoughts regarding experience
are discussed that are gained at specific points of time. Afterwards feelings are also provided at
this stage where emotions are honestly discussed (Gibb’s Reflective Cycle, 2016). Further, in the
phase of evaluation, what all things went well are discussed with stating the reactions of self and
other people in specific situation. Both; good and bad experiences are discussed here.
Under the phase of analysis, activities that might have either helped or hindered the
learning are discussed along with making comparison in between experience and the literature.
Finally, in conclusion phase, it is being stated that whether anything else could be done, the
learned experience or if response in a different way could be given. In the last phase of Gibb’s
reflective model i.e. action plan, all things which are needed to be improved for the next time are
given with need of learning or attending some training (Woodward and Cheng, 2018). Thus,
overall, it can be said that to provide reflection on learning gained from teaching weeks, this
model proves to be highly helpful as through this, areas which are needed to be improved can be
easily identified and suitable efforts for same will be taken.
REFLECTION
Gibb’s Reflective Model (Cycle)
Gibb’s reflective cycle has played a crucial role in encouraging me to think
systematically in relation to the activities that I have done and experience which I have gained
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through same. Through this model, it will be easy for me to structure my reflection as per all the
phases that this cycle includes. These phases helped in making me think about all positive and
negative areas related to my improvement in terms of learning. Earlier, I used to be very
conscious about all the things that do not go well as per my expectations. But, this model helped
a lot to me to deal with this situation and get the best out of same. These phases in the Gibb’s
reflective cycle are:
Figure 1: Gibb's Reflective Cycle
(Source: Gibb's Reflective Cycle, 2016)
Description
I was under the teaching practice where I was made learnt with many skills like how to
manage myself in which I learnt the time management as well as the way to manage my
problems that I used to face while studying. Also, I was made aware with the ability to improve
my work which I could get by getting the most of my lectures and seminars. There were many
other skills, abilities and knowledge which I got in the teaching weeks like one of the most
common among them is to work together. I learnt that how team working can improve my work
and the most out of same can be gained. This has provided me learning on the importance of
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group or team work as well as of being a team player or variety of team roles (Luo, Shah and
Crompton, 2019). To work in group presentations was also being learnt by me which includes
the way of delivering it in an effective manner as well as giving delivery on time and taking
feedback for same. To optimise reading was also one of the skills that was taught to me in which
I learnt reading efficiently and finding my way around text. This has also helped me in learning
the way to make motes for analysis and structure along with criticism and evaluation. Further, I
learnt academic integrity to make use of appropriate sources and referencing them. My writing
was also developed through having a good understanding of writing process as well as putting
my ideas together (Gibb’s Reflective Cycle, 2016). Apart from that, to write reflectively is also
learnt by me by which I can easily explain my learning.
Feelings
After learning the way to manage myself in terms of managing my time and problems, I
have started feeling confident and encouraged to complete my tasks on time and thus, through
same, I have reduced delay in work to a high extent. Also, by learning the way to improve my
working through attending seminars and lectures and getting the most out of same, I have
improved a lot in terms of completing my tasks with utmost effectiveness and efficiency. This
has helped in improving the quality of my work as well as the speed. I was actually not confident
with learning of team work as I used to prefer working alone. But after learning the same, now I
think that work can be better performed through working together (Eachempati and et.al., 2018).
Also, this learning made me efficient enough to give group presentations which improved my
speaking as well as the way I present in front of audience. With having learning on optimising
the reading and developing writing skill, now I have become able to put my ideas in front of
public with confidence and in a way that can be easily understood by them.
Evaluation
After learning all skills like team working, group presentation, reading and writing, etc.,
my personality has improved a lot and now, I am confident enough to deal with my problems and
any other related situations. Earlier, I was not understanding the importance of team work and
did not consider it to be an essential aspect for grabbing future opportunities and making the
work better. However, after learning the same, now I understand the importance of group and
team working as through this, I can complete my work easily and on time with high efficiency
and quality (Lucas, Gibson and Buckingham Shum, 2018). Also, previously, my reading and
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writing skills were not that good and I was not able to put my ideas and suggestions confidently
in front of others. But, now I can easily do this as it has become easy for me to understand
other’s points and keeping mine in front of them in a way that they can easily comprehend. On
the other hand, I can say that there is one skill which did not prove to be very effective and
helpful for me i.e. giving group presentations as the group with which I was supposed to do the
same did not help me a little even and so, various conflicts raised that affected my efficiency as
well as morale (Gibb’s Reflective Cycle, 2016). Overall, it can be said that learning proved to be
helpful for me but I still need to work on group presentations.
Analysis
With the analysis made on my learning, I can say that now for me, situation has become
better as I have overcome many of my weaknesses and feel confident. All skills which I learnt
will help me in the future after when I will get the placement. However, at the time of teaching,
initially I was not very serious and taken the sessions for granted. Thus, it can be said that in case
if I would have given proper attention from the initial phase, time which I took to learn all skills
might have reduced. Also, other members with me were very attentive towards the lectures and
so, if I would have taken active participation, my bonding with other members would have
improved a lot that might have helped me in giving group presentations effectively (Johansen
and Kjeldsen, 2018). I can also say that my experience with some of the learning given is
different as I have been taught that team working is the key to success. However, according to
me, it is true that with team working, efficiency of work gets improved but it is not so in all
situations as if members are not capable enough to perform their tasks well, it might lead to
hamper the results. Therefore, I think that it depends on situation to situation and sometimes, to
work alone is better in comparison to team working (Tremblay and et.al., 2018).
Conclusion
Overall, it can be concluded that my experience with learning is good which I could made
even better if I would have given active participation from the very beginning. My learned
experience was very good and many of my skills like reading and writing, keeping my points in
front of others, working in a team, managing myself and my work were improved. Thus, I have
thought of continuing the same to polish my skills and improve one of my weak areas i.e. giving
group presentation (Or, 2018).
Action plan
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With the experience I gained, it can be said that all my skills have improved but on group
presentation, I still need to work. For this purpose, I will participate in activities like role plays
and group discussions so that I can become comfortable in working with group. Also, I will
attend some training programs for same. Further, I will ask my tutor to teach the session on
group presentation again and will ask for the advice as well.
CONCLUSION AND FUTURE ACTIONS
From the above report, it can be concluded that teaching has provided a lot of support to
me in improving my skills and making me confident enough that would support me in the future
when I will get placed somewhere. But, my experience might have been better if I would have
given active participation from the very beginning as initially, I was not very much interested in
attending all sessions. I should have mingled up with all other members in a proper way which
might have supported me in group presentation. Also, just after completion of sessions, I should
have asked the tutor to re-arrange a lecture on group discussion so that I could have improved the
same (Ghajargar, Wiberg and Stolterman, 2018). The overall teaching made me realise the
importance of having skills like team working, reading and writing, self and work management,
etc. Also, I have realised the significance of maintaining relationship with teacher which leads to
a successful career with a good placement. At present, I feel that I have maintained good relation
with the students and teacher both and so, I can share my weak areas with them to get their
assistance. By the same, I will be able to have an opportunity to discuss the strategies through
which weaknesses of mine can be entirely avoided.
Based on the experience gained, I can say that in future, to ensure that I am updated with
all required skills, abilities and knowledge, I will be building a healthy relationship with my
colleagues as well as higher authorities. At present, I am working with different teachers and I
used to share about my weaknesses to each of them (Zhang and Dempsey, 2018). One of the
teachers among them will be providing team teaching for next few weeks as per the discussion I
had with him. I have planned to do this with other teachers too as it will provide me more
suggestions. Along with that, I also need to be mingled up with my fellow trainees more often so
that I can grab learning from them as well. Further, I have booked a workshop for me based on
presentation skills which I will be attending following the practice sessions (Bruno and
Dell’Aversana, 2018). Therefore, it can be articulated that overall experience made me realise
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the importance of gaining confidence with presentation skills which will support me in the future
as well. I will continue practicing the same until I will have the desired level of efficiency.
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REFERENCES
Books and Journals
Bruno, A. and Dell’Aversana, G., 2018. Reflective practicum in higher education: the influence
of the learning environment on the quality of learning. Assessment & Evaluation in
Higher Education. 43(3). pp.345-358.
Eachempati, P. and et.al., 2018. Impact of a learning portfolio on reflective, clinical and
communication skills in undergraduate dental students-A pilot study. MedEdPublish. 7.
Ghajargar, M., Wiberg, M. and Stolterman, E., 2018. Designing IoT systems that support
reflective thinking: A relational approach. International Journal of Design. 12(1). pp.21-
35.
Johansen, M.W. and Kjeldsen, T.H., 2018. Inquiry-Reflective Learning Environments and the
Use of the History of Artifacts as a Resource in Mathematics Education. In Mathematics,
Education and History (pp. 27-42). Springer, Cham.
Lucas, C., Gibson, A. and Buckingham Shum, S., 2018. Utilization of a novel online reflective
learning tool for immediate formative feedback to assist pharmacy students’ reflective
writing skills. American Journal of Pharmaceutical Education. p.ajpe6800.
Luo, T., Shah, S.J. and Crompton, H., 2019. Using Twitter to Support Reflective Learning in an
Asynchronous Online Course. Australasian Journal of Educational Technology. 35(3).
Or, P., 2018. Reflective journal writing of undergraduate students enrolled in sex education in
Hong Kong. Reflective Practice. 19(5). pp.599-608.
Tremblay, M.L. and et.al., 2018. Simulation‐based education for novices: complex learning tasks
promote reflective practice. Medical education.
Woodward, J. and Cheng, X., 2018. Active/Reflective Learning Preference and Perspective
Toward Workshop.
Zhang, J. and Dempsey, P., 2018. Exploration and confirmation of a reflective-thinking scale to
measure transformative learning in online courses. Assessment & Evaluation in Higher
Education. pp.1-13.
Online
Gibb’s Reflective Cycle. 2016. [Online]. Available through:
<https://my.cumbria.ac.uk/media/mycumbria/documents/ReflectiveCycleGibbs.pdf>.
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