Reflection on Teaching Practice: A Critical Incident Analysis

This assignment is a reflection on a critical incident that is experienced while teaching the module level 4 at the University to where I work. The description of the incident will be based on the Gibbs model of reflection. The incident involves a student complaint about the university policy on class attendance and the lack of support from the student hub. The reflection includes the feelings, evaluation, analysis, conclusion, and action plan.

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Education: Reflection on teaching practice
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Introduction
In this assignment it is a reflection on a critical incident that is experienced while teaching the
module level 4 at the University to where I work. The description of the incident will be based
on the Gibbs model of reflection. The Gibbs model follows; description, feelings, evaluation,
analysis, conclusion and the action plan (Baldwin, 2016).
Figure 1: Gibbs model (Wilson, 2017)
Description
The incident I will be reflecting on occurred whilst I was teaching in the personal tutoring
module level 4. There was a student that I teach by the name Darley who complained that I teach
them importance of class attendance, its benefits to them which is one of the university policies.
However, the students seem not to match their experience from attending the classes. This can be
reflected on the way they are treated in the student hub whenever they need to get things done.
For example in case they need to change their time table to suit their family and the work
circumstances they are not allowed. The most important factor in this incident is that as the tutors
we always signify the benefits of attending the classes, and the importance it has on their studies

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yet they are not able to reap the benefit associated to it. Small issues which can be addressed in
the student hub such as time table to suit them are not addressed yet the same policy advocate for
attendance.
Feelings
The feeling I felt in this situation was an embarrassment in the presence of the whole class. I felt
speechless at first and a desire to run away. I have always taught the students the importance
attendance to the classes and this is also part of the policy in the university. Nonetheless, as
much I have advocated on this policy, the student needs have not been met at the student hub
where issues such as timetable could be changed to suit their needs or they could have other
issues affecting them and needed to be addressed. I was always looking down, unable to meet the
students’ eyes. This was that moment I felted devastated and felt let down by the same system I
was supporting. I found this incident upsetting to witness as the distress was caused by the
members of staff that work at the student hub and their actions needs to be addressed.
Evaluation
At the time the experience was good since I was able to ask the other students in the class if they
encountered similar experience. A lady student in class answered that she has had the same
experience. However, she was told that it would take the student hub about five weeks to be able
to change the timetable for her. This provided the whole class the necessary information. For me
the whole experience was bad because the student who was complaining on the issue was using a
lot of foul words and was practical destroying the reputation of the college.
Even though the student was making a complaint, he should to have done it in a calm manner, so
that we could identify where the issue was and how it could be addressed. College reputation is

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very essential since it portrays the image to the outside world (Muijs and Reynolds, 2017). When
the image is destroyed with such language it would definitely affected the number of admissions.
Analysis
The main issue which has been raised by the student is on how their issues are not addressed at
the student hub especially in changing of the timetable (Borg, 2015). Based on the student
complaint procedure, in general they may not consider any issues that are raised through the
student complaint procedure (Everett and Grey, 2016). Either it has no control over the service or
the facility being provided or where there is no alternative procedure which is more appropriate
to the nature of issued raised. In an institution such as the one that I teach, there are many
procedures which are involved and changes in certain complaint or suggestion needs to be
verified and approved by different staff (Tam, 2015). Student can make a request and such a
request take time to be reviewed and approved. Additionally, the student hub handles a lot of
duties not just changing the timetable (Larson and Marsh, 2014). There are many issues which
affect the students and the number of the student is overwhelming (Farrell, 2015). Therefore, it
takes time to address each and every issue that is brought to them. I think the student could have
waited for some time for his request to be made, just as the lady had been told it would take
approximately five weeks for her request to be made. It is important to the individuals to learn to
talk to people, and when one talk arrogantly to others in regards to a certain problem, their issues
cannot be addressed appropriately. It is important to be polite and calm and express the issue
which affects one and through this way amicable solution would be provided.
Conclusion

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Looking back at the incident, I should have acted sooner and ensure that the student did not
speak in foul words to me. Embarrassment came from the foul words he said to me and how he
was destroying the reputation of the college which I value most. I can see that my delay to act
when the issue was raised caused all the complaints that were raised in regards to the issue.
When the student raised the issue, I should have given the way forward or provided room for
consultation on the matter with the concerned department to address on the issue appropriately.
Action Plan
In the future, I will aim to develop more assertive skills when answering the student query, to
ensure that their issues are addressed before they escalate. I will ensure that the members of staff
who are involved in resolving a given issue can address it before it gets to point where
complaints arises.

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References
Baldwin, M., 2016. Social work, critical reflection and the learning organization. Routledge.
Borg, S., 2015. Teacher cognition and language education: Research and practice. Bloomsbury
Publishing.
Everett, S. and Grey, T.G., 2016. Creating Inclusive Excellence: A Model for Culturally
Relevant Teacher Education. Urban Education Research & Policy Annuals, 4(2).
Farrell, T.S., 2015. Reflective language teaching: From research to practice. Bloomsbury
Publishing.
Larson, J. and Marsh, J., 2014. Making literacy real: Theories and practices for learning and
teaching. Sage.
Muijs, D. and Reynolds, D., 2017. Effective teaching: Evidence and practice. Sage.
Tam, A.C.F., 2015. The role of a professional learning community in teacher change: A
perspective from beliefs and practices. Teachers and Teaching, 21(1), pp.22-43.
Wilson, E. ed., 2017. School-based research: a guide for education students. Sage.