Gibbs & Schon Reflective Models in a Teaching and Learning Context

This report delves into the application of the Gibbs reflective cycle and Schon's reflection-in-action model within a teaching and learning context. The student analyzes a classroom scenario where a child's inability to see the board disrupts the class. The report uses the Gibbs model to describe the situation, feelings, evaluation, analysis, and action plan. It also explores Schon's model, reflecting on the incident before and after, and considering the thinking process to bridge the gaps, and summarizing the entire situation. A combined model is proposed, integrating both Gibbs and Schon, to enhance reflective practice, emphasizing understanding incidents, identifying positive and negative aspects, improving weak areas, and summarizing the incident. The report concludes with a justification for reflective models in teacher development, highlighting their role in improving teaching practices.

Teaching and
learning

Table of Contents
INTRODUCTION...........................................................................................................................1
Gibbs model................................................................................................................................1
Schon in action and reflection on action.....................................................................................3
Conclusion ......................................................................................................................................5
Reference.........................................................................................................................................6

INTRODUCTION
Gibbs model acknowledges that the personal feeling of an individual influence the
situation and handle the incident. This model is built on Boud's model through breaking down
from reflection to evaluation. According to the given scenario, the child B forgot his glasses due
to which he was unable to focus in class. Further, due to this situation, it lacks behind the work
and distract his peers by asking them to read for him as he is unable to finish his work. With the
use of Gibbs model situation, I can share my experience on this incident. Boyatzi's theory of self
directed learning focuses on the idea of the five discoveries. In this each discovery serves as the
starting point in the process of learning. This theory help in developing understanding and the
ability to take an action.
Gibbs model
Description
I am working on a teaching practice in a school where I have learned the way to teach
children. As my placement is in early stages, I started to plan and teach the small part of a lesson
every day. The incident takes place at the time when one of the children in my class forgot to
bring his glasses and because of this reason, he lacks behind his work. Because of weak eyesight,
he was unable to read and see on board. Further, he won't access the curriculum and he slows his
peers at the time when they do group work (Ryan and Ryan, 2013). Hence, it can be stated that
due to one child, other children are unable to concentrate in class as the child was regularly
asking to read whatever is written on board due to which they are unable to complete their work
on time. Suddenly, one of the child stand up and ask me to resolve the issues by asking him to
bring glasses every morning.
Feeling
In this situation, I felt angry because of one child other children are suffering from it. I was
also got embarrassed and confused because I do not know how to speak with that child as he is
suffering from issues. If I neglect the situation then children may face the problem. The situation
let in distressed because I was unable to decide what I should do. Apart from this, I also noticed
that child was getting afraid of me as he thought that I will get angry at him. I felt upset and
guilty in this situation as I need to speak up with the child but I was unable to do so.
Evaluation
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At the time when the incident took place, I just controlled my anger so that child does not get
afraid of me and communicate directly to me for the problem from which he is suffering
(Arntfield, Parlett and Lingard, 2016). I speak with that child and told me about the negative
impact of not wearing glasses. I just tried to make him understand that because of his negligence,
other children are getting distracted and unable to complete their work. This is one of the good
things which took place. While the bad thing which took place in this situation is that I was
unable to control my anger due to which child got afraid of me. I realized that to handle different
situations, it is not important to get angry or frustrated. It can be solved quietly and easily. I
realised that child is facing issues because he forgot his glass and it was my responsibility to help
him out and make him understand what all problems others are facing because of him. I also
make that child sit on front desk so that he can clearly see on board and do not disturb the other
fellows (Hébert, 2015).
Analysis
The situation was getting worse because of my own action. I felt that I should stand up to
her and resolve the issues of children rather that showing my anger to them as dealing with the
incident on time is preferable. It is also analysed that in any situation, it is not necessary to react
on time. I spoke to that child and other children so that problem would get solved.My negative
behaviour create the negative impact on them. I realised that to handle the children is not an easy
task as it is important to listen to their problems carefully and then come up with any decision. It
is important for me to treat children with love and affection so that they can easily share their
problems. The situation can become better if I tried to speak loudly whatever I wrote on board so
that children can easily write down in their handbook.
Conclusions
As per my view, I want to do several things differently. I want that children not get afraid
of me and share their problem which they face in class. I can handle the situation calmly so that
no further problem would take place. To get stress in the situation in the problem is not the
solution as step needs to be taken immediately. I feel that I develop the strong relationship with
children through helping them in resolving their problem.
Action plan
In the future, I will try to make healthy relations with children so that they won't get
afraid of me. I can learn from different teachers regarding how to deal with the tough situation. I
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planned to communicate with another class teacher so that I can understand the way they deal
with this type incident. I can make children comfortable with me by showing them care. Apart
from this, I need to gain more confidence so that I can easily deal with the situation.
Justification
The mentioned model is based on reflective but they are different from other model. As
reflective practice is a way of studying the own experience for improving the way of work.
Therefore, the act of reflection is a great way in order to enhance the confidence and become a
more proactive and qualified professional. In Gibbs reflective cycle I analysed that it help in
understanding about the situation and what all things went good and bad. It justified that this
model is not much effective as compared to others
Schon in action and reflection on action
Reflection in action is that action which taken on the present situation it describes as
reflecting in the incident and the way it can benefit the situation instead of showing the way an
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Illustration 1: Gibbs reflective cycle
(Source: Reflective writing: About Gibbs reflective
cycle 2017.)

individual can think differently. As it is a useful tool for discipline where the professional has to
react to the event at the situation when it occurred. Here below is provided reflection on
reflecting on the action:
Step 1:
Choosing an incident:
The incident is the child B forgot his glasses due to which it doesn't focus in class. Further, it
lacks, behind the work distract his peers by asking them to read for him as he unable to finish his
work (Flower, Lewith and Hicks, 2016). As because of weak eyesight he was unable to read and
see on board. Further, he won't, access the curriculum he slow his peers at the time when they do
group work.
Step 2:
The situation before and after the incident:
The situation becomes effective at the time when I solved the problem of child and by making
him understand the importance of wearing glasses. Along with this, I got angry as because of
children unable to concentrate on the lecture. I am satisfied with the situation as because I take
action on time and told that child to sit on front desk so that he can easily see on the blackboard
and note down in the copy (Okamoto, Koide and Tanaka, 2017).
Step 3:
Considering the thinking process to bridge the gap between the before and after.
I am thinking about the situation that it can be more easily handle if children's do not get
afraid of me and tell their problem before starting the class. I think that I can make handle the
situation more effectively and efficiently if not get upset in the situation.
Step 4:
Summarising the whole situation:
From the whole incident, I learned that I can easily handle the situation if I listen to the
children without getting angry or frustrated on them. It is important for me to understand the
problem from which child is suffering due to weak eyesight. Apart from this I can ask that child
about its problem and can help him in solving its problem.
The above-mentioned model is based on reflective but they are different from each other. As
reflective practice is a way of studying the own experience for improving the way of work. This
model help in understanding the situation and make changes accordingly (Emery and Chang,
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2017). The other side Schon model reflects the situation in only four steps which help in
identifying the positive and negative aspects of the situation.
Justification
According to my view, both the mode of reflective are somehow effective in order to
develop personal and professional development in teaching and learning field. With the help of
reflection process, it becomes easy for the teacher to as they can be held accountable to their
teaching practice to students.
The appeal of the use of reflective practice for the teacher it is stated that teaching and
learning are complex and with the help of single model it is not easy for the teacher to improve
its teaching and learning style. After analysing both the model I design new model which is a
combination of both models that is Gibbs reflective cycle and Schon model.
Step 1: Understand the incident:
In the first step, it is important for an individual to understand the incidents which occur
with an individual. It is so because without creating deep understanding related to the incident it
becomes easy for an individual to take next step of thinking (Husebø, , O'Regan and Nestel,
2015).
Step 2: Thinking negative aspect and the positive aspects:
At this step, it is important for an individual to understand what things went negative and
the way it can be avoided. Further, it is important to think positive aspect and try to make it more
effective. So that in future if the same type of situation occurs and the individual can easily deal
with it without leaving any negative aspects. It helps in differentiating what else can be improved
and avoid the situations.
Step 3: Improving the weak areas:
At this stage, it is important for an individual to improve its weak areas through analyzing
the entire situations (Potter, 2015). It is important to improve the weak areas so that next time it
becomes easy to work handle the situations. In an individual may have some weak skills due to
which create the barrier in dealing with the situation. Therefore, it is important to analyse the
weak area and overcome it.
Step 4: Summarising the incident:
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At last, it is important to summarise the entire situation so that it becomes easy for an
individual to review whatever has been done in that situation and what all changes are required
to be done deal with another incident effectively and efficiently.
Conclusion
From the above reflective it is concluded that it is there are different reflective models
which are effective in order to studying the own experience for improving the way of work.
With the help reflective model an individual can learn lots of new things and make improvement
in itself. The Gibbs reflective cycle is effective as because it help in identifying the positive and
negative aspect of the situations. Along with this action plan can be prepared on the basis of out
experience so that in future no such problem take place at the time of handling the incidents.
Further it is concluded that Self learning directed theory of Boyatzi's play significant role in the
networks and helping relationship. This theory help in creating understanding related to the
developing trusting relations which help and support in the each step of the process.
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Reference
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engagement in reflective writing-based portfolios: Interactions between points of
vulnerability and acts of adaptability. Medical teacher, 38(2), pp.196-205.
Emery, C. and Chang, J., 2017, July. Reflection in a new light: updating Gibbs' reflective cycle
on a foundation degree in healthcare sciences. In HEA Conference, generation TEF.
Flower, A., Lewith, G., Liu, J.P., Gibbs, R. and Hicks, J., 2016. Applying the principles of the
Five Phase (Wu Xing) model to inform good practice for studies of Chinese herbal
medicine. European Journal of Integrative Medicine, 8(3), pp.191-197.
Gould, N. and Taylor, I., 2017. Reflective learning for social work: research, theory and
practice. Routledge.
Hébert, C., 2015. Knowing and/or experiencing: a critical examination of the reflective models
of John Dewey and Donald Schön. Reflective Practice, 16(3), pp.361-371.
Husebø, S.E., O'Regan, S. and Nestel, D., 2015. Reflective practice and its role in simulation.
Clinical Simulation in Nursing, 11(8), pp.368-375.
Okamoto, R., Koide, K., Maura, Y. and Tanaka, M., 2017. Realities of Reflective Practice Skill
among Public Health Nurses in Japan and Related Learning and Lifestyle Factors. Open
Journal of Nursing, 7(05), p.513.
Potter, C., 2015. Leadership development: an applied comparison of Gibbs’ Reflective Cycle and
Scharmer’s Theory U. Industrial and Commercial Training, 47(6), pp.336-342.
Potter, C., 2015. Leadership development: an applied comparison of Gibbs’ Reflective Cycle and
Scharmer’s Theory U. Industrial and Commercial Training, 47(6), pp.336-342.
Ryan, M. and Ryan, M., 2013. Theorising a model for teaching and assessing reflective learning
in higher education. Higher Education Research & Development, 32(2), pp.244-257.
Timmins, F., Murphy, M., Howe, R. and Dennehy, C., 2013. “I Hate Gibb's Reflective Cycle
1998”(Facebook© 2009): Registered Nurses’ Experiences of Supporting Nursing Students’
Reflective Practice in the Context of Student's Public Commentary. Procedia-Social and
Behavioral Sciences, 93, pp.1371-1375.
Online
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Reflective writing: About Gibbs reflective cycle. 2017. [Online]. Available through:
<https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/>.
[Accessed on 12th December 2016].
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