Reflective Journal: Comparing Teaching in UK and China - Analysis

This reflective journal details a student's experiences in a teaching placement in the UK, specifically focusing on the differences in learning processes compared to China. The student describes initial nervousness when teaching GCSE English to adult students and reflects on personal feelings and reactions in the classroom. The journal analyzes these experiences, relating them to professional development and behavioral science, including Freud's stages of development. The author discusses challenges, such as overcoming nervousness and building rapport with students, and provides an action plan for improving teaching practices. The journal also reflects on teamwork during a project and the importance of practical approaches in difficult situations. The author concludes by emphasizing the significance of planning, maintaining a positive demeanor, and sharing insights with colleagues, drawing on the Gibbs' Reflective Cycle and other literature to support their analysis.

Running head: ENGLISH ASSIGNMENTS
Difference in learning processes in UK and China
Name of the student:
Name of the university:
Author note:

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Description
Currently, I am working on a teaching practice placement in one of the prestigious
colleges of UK. It is located in the suburbs of Scotland, where I am entrusted with the
responsibility to GCSE English to a group of adults. In the initial stages, my responsibility is to
assist the tutors in preparing the lesson plans and delivering lectures in class. I was allotted the
morning class. The senior teacher was teaching about prepositions, which I was to continue. I
entered the class and the adult students wished me. I wished them back with a choked throat.
However, the cooperation from the students slowly and gradually helped me to overcome my
nervousness. My colleagues, who are in the same profession in China, narrate similar instances
of experiencing nervousness while facing a whole lot of adult students for the first time.
Feeling
While entering the classroom, my heart was beating rapidly. The inquisitive look of the
students made me more nervous. I was feeling like I am stranded on a deserted island,
surrounded by a group of strangers. When the students wished me together, my throat was
feeling choked. I stumbled and wished them. As I went to the blackboard, I was feeling like I am
under intense pressure. As I started writing the basic rules of preposition on the blackboard, my
adult students were eagerly waiting for my lecture, but I felt shortage of words. My colleagues in
China tell me about encountering falling things because of intense nervousness.
Evaluation
The incident, which occurred with me, is common for the newly recruited teachers like
me. Here, nervousness overpowers the confidence, compelling me to stumble before the
students. This created a negative image about me in the minds of the students, who have come to

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expand their knowledge. As they are adults, therefore, chances of taunts and mocking are less.
Otherwise, it is a common sight that the students ragging the new teachers. I was surprised that
the adults, who came to learn, cooperated with me, so that I can deliver the lectures efficiently
and effectively. Their cooperation seemed crucial for me in terms of overcoming nervousness.
My colleagues in china also suffer from the same predicament as mine. This is because; we are
in the process of enhancing our professional development.
Analysis
My reaction towards the students is obvious, as I am confronting a large audience for the
first time. However, all individuals experience this nervousness while penetrating into the
threshold of school, college or workplace. I can relate this nervousness with the stages of
development as proposed by Freud. This nervousness is an important aspect of behavioural
science, which obstructs the progress towards initiating the tasks smoothly. Moreover, I think the
major drive behind this nervousness is the thoughts of “what will the others say”. In this context,
the demarcations, “UK” and “China” are nullified in terms of our professional and personal
development.
Conclusion
If I could have gained more strength and courage while writing the lectures on the
blackboard, it would have benefitted me to create a good image about me in the first sight. If I
could maintain the smile on my face, no matter how nervous I might be feeling, it would have
enhanced my personality. Transmission of these aspects to my colleagues in china would have
benefitted them in keeping cool and relaxed while first entering the workplace.

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Action plan
I make plans regarding the delivery of quality lectures to the group of adults. This
planning helps me to cover every aspect of teaching smoothly. However, I need to make plans
regarding how to establish good relations with the students. Along with this, I need to inform my
colleagues in china about the importance of making plans. Adhering to these plans would help
them shape the career of the students in a proper manner.
Reflection on contribution to group work
I was enrolled with a group for doing this project on the difference between the learning
process in UK and China. First, I was feeling very nervous, as I did not know anyone. I thought
they were selfish and would neglect me. However, as we started working on the project, I saw all
of my team members were very cooperative. We planned to do all of the project related tasks
systematically for achieving positive results. All of us took certain responsibilities and promise
to fulfill them diligently. One of the team members was unable to find some data. So we helped
him out. He learnt the process with eager and keenness. I think I attempted to make necessary
contribution to my team members. Unity and cooperation from the team members enriched my
preconceived skills, knowledge and expertise.
Behavior in a practical situation
At one point of time, all of us suffered from interrupted internet connection. In addition
to this, the submission date of the project was approaching. All of us were very tensed, we were
left with the analysis portion. Then I suggested of going to the library for collecting the
necessary information. I assured the team members that I have acquaintance, which would be
helpful. I think my practical approach in the difficult situation came to our respite for completing

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the project within the stipulated time. This practicality can be one of the important components
of leadership skills and abilities. Rationality in the decision-making helps me in the achievement
of proper personal development.

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Biblopgraphy
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