Gibbs Model Reflection: Strategies for University Success and Growth

This assignment presents a Gibbs Model reflection focused on preparing for success at university. The reflection analyzes a personal experience in a teaching practice setting, detailing the incident, the feelings evoked, and a thorough evaluation of the situation. The analysis delves into the causes of the experience, highlighting the student's feelings of anxiety and lack of preparedness. The reflection includes a detailed action plan, outlining steps to improve communication skills, build confidence, and enhance relationships with colleagues and supervisors. The student emphasizes the importance of teamwork, problem-solving, and proactive communication to foster personal and professional growth, ultimately aiming to improve their teaching practice and overall university experience. The assignment concludes with a comprehensive list of references supporting the analysis and the proposed strategies for success.

Preparing for Success At University knowledge and
Creativity

INTRODUCTION...........................................................................................................................2
MAIN BODY..................................................................................................................................2
CONCLUSION................................................................................................................................4
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INTRODUCTION
Preparing for success understands what they would like to make, where they need to be in a
several years, the profession or company they want to be in is all quite significant (Jang And
et.al., 2019). It's also really very important to build a vision board and imagine where they need
to be in life. But planning for success is what is much more critical. The study is characterized as
the individual perspective developed with the aid of a Gibbs framework, as it helps in
understanding general capabilities and possibilities of failure.
MAIN BODY
By the use of Gibbs model, individuals can self-assess themselves and assess their strengths
and limitations in respect of their ability sets (Kuzairi, 2019). This helps to develop the attitude
of individuals or to improve their academic or job performance accordingly. This model involves
six measures that are as follows:
Description: I recently concentrated on teaching research only at Oxford Education College
in north-western England, studying where or when to instruct different adult students GCSE
mathematics. Because my job is in the early stages, I primarily assist the teachers in the
classroom, but I've only begun to prepare and provide a small portion of each lesson. The
incident occurred in the classroom where I was going to take my first lecture. The teacher of the
class had instructed the students regarding fractions and my job was to continue with this
learning, specifically looking at where to deduct two fractions. But I wound up getting to the
blackboard because I was responsible for leading the class, and I became so irritated that I started
to struggle to relate to the class. I was uncontrolled way anxious and could not accurately
formulate my first sentence. I was standing on stage, trying not to cry. As soon because as class
was done, I left the room and didn't talk to anyone.
Feelings: All the time, I was extremely uncomfortable, and even wanted to leave my
teaching practise (Matthews and Edmondson, 2020). Indeed, my own inability to speak on the
college front saddened and frustrated me, though I was still profoundly unhappy with both the
school principal about her behaviour towards the student. I started to feel like she wouldn't allow
me ample time to organise myself, but she'd have helped me to consider my feelings, too. I felt
angry about the incident and the next week I declared sick; that was after I heard about the
encounter that I realised that I wanted to talk to the workplace boss. Later, while talking in front
of students, I discovered that being embarrassed is a normal human reaction that made me feel
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less nervous. I continue working on my presentation skills, communication skills that will also
strengthen my performance and develop my listening abilities.
Evaluation: I had not felt that the issue had really been solved. Before speaking to the
teacher or the participants at the end of the class, I left. However, I have felt far more optimistic
after talking to a other trainee friend of my first encounter (Steele, 2018). I notice that in their
first classes, everybody seems nervous. As Greece points out, this is evident in another of my
peers' relevant study, which states that 8 out of 10 new teachers find their introductory session
"very challenging." Most trainee instructors seem to encounter "mouth-tiredness" moments and
"missing their path through the tutorial."
Analysis: This circumstance occurs because of my own feelings, has made me more
confused. Instead of letting anyone take care of the learning experience, I think I should still
have decided to take a stand with her, but I've already just spoken to my teacher on how I feel
after the speech. It is better to resolve problems quickly, as Cooper pointed out. Instead, a few
days ago, I spoke to my placement boss and just didn't see the professor again and now there is a
planned conversation with me, the fellow teachers and supervisors Dynes and Farris agree that
the issue can be made more complicated by not dealing quickly and individually with issues and
then trying to take this to an authoritative individual. She also said she felt that she had been
supporting me conquer my fears, and I don't believe that's the issue. Nevertheless, because we
were just talking about the event throughout the conference with the boss about a week later, she
felt reasonably at the moment that I might have said something like her.
Conclusion: I can somehow, separately do few other things. Immediately after the incident,
I would have to spoken to the class teacher and expressed my feelings. As I asked teacher to
begin the lesson, I should have been much more hostile. The relationship also enabled me to
appreciate the significance of maintaining a partnership with the advisor, a quality that Jackson
emphasises as vital to a good placement. That it might have serves as a forum to explore nerve
control approaches and might have completely ignored the situation. I have to concentrate on
teamwork, confidence and team building processes in order to increase my success as well as my
relationship with my training assignment boss (Xin and Mingyu, 2019). In addition, I need to
focus on problem-solving skills to build constructive relationships with many other teachers and
new recruited trainees which might support me.
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Action plan: As I have to interact with different groups of people, I can build a connection
with mates, and I find it necessary to talk about my fears to both of them. I 'm going to chat more
frequently for my other colleagues on how we feel, because I know I'm going to learn from
everyone. I also enrolled in a university presentation skills programme with regard to coaching
and expect to keep coming up earlier by joining the training sessions. In addition, I just have to
acquire skills in communication and information technologies that assist me in taking lectures
next to peers.
CONCLUSION
On the basis of above discussion, it has been observed that by using Gibbs model,
individuals are able to construct a plan of action that contains the activities or actions that people
have made to better their mistakes that they have made in the past employment. Trust is very
important and it can be achieved through good speaking and writing.
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REFERENCES
Books & Journals
Jang, D. H. And et.al., 2019. An Evaluation Study for APEC International Cooperation Projects:
Focusing on the Perception of Participants. Journal of Digital Convergence, 17(11), pp.9-
19.
Kuzairi, K., 2019. Teacher Certification: A Way to Lead Teacher for Professional Development
and Lifelong Learning. Lentera: Jurnal Pendidikan, 14(2), pp.64-73.
Matthews, L. M. and Edmondson, D. R., 2020. Overcoming emotional exhaustion in a sales
setting. Journal of Global Scholars of Marketing Science, 30(3), pp.229-239.
Steele, A. L., 2018. Developing Student Meta-Cognition in a Design Course. Proceedings of the
Canadian Engineering Education Association (CEEA).
Xin, W.A. N. G. and Mingyu, L. U., 2019. Retro-reflective Beamforming Technique with
Applications in Wireless Power Transmission. Transactions of Nanjing University of
Aeronautics & Astronautics, 36(4), pp.545-565.
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