Reflective Journal

Reflective Journal

INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................5

INTRODUCTION
A reflective journal is a record of the current research but, more importantly, an outlet to
focus on the process of learning (Jang And et.al., 2019). There seems to be no right or wrong
approach to deliver the post, because that will take specific experience, favourite writing method
and an objective perspective on analysis into account. This report is based on the personal
experience which defined with the help of Gibbs model because it helps in evaluating overall
situations in terms of strengths and weakness.
MAIN BODY
Gibbs Model: This framework is a great way to make an experience work or evaluate their
performances. It could be either a hold-alone experience or a scenario that you always have been
through, such as conferences with a group in which you have to work. Gibbs originally promoted
use in recurrent cases, but even with unique interactions, the steps and concepts apply as well.
The implementation plan could become more specific if completed with a hold-alone experience,
and look at that you can implement your findings in the long term. This model helps individual
to evaluate their experience and where they are lacking. So further they can improve their
personality accordingly or improve their performance in personal or professional life. This model
includes 6 stages which are as follow:
Description: I am recently working on a teaching research placement position at a
Lambright education college in south-western England, studying how and when to teach GCSE
maths to different adult classes. Since my role is in the initial stages, I primarily assist the
teachers of the classroom and have only begun to prepare and provide a small portion of each
tutorial (Matthews and Edmondson, 2020). The accident happened in a class during that I was
supposed to bring my first ever session. The class teacher had told the students about integers
and my job was to carry on for this teaching, primarily looking at how to subtract two fractions.
However, I ended up getting to the blackboard since I was attributable to teach the session and
i became so anxious that I started struggling to communicate to the class. I felt shaking
uncontrollably and could not coherently formulate my first paragraph. The learners are very
supportive, because they're all mature students who know that I am fresh to teacher training and
are scared too, but the teacher of the lesson was antipathetic and reacted by trying to take over
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