REFLECTIVE JOURNAL- 5-.....................WORKING WITH DIGITAL DATABASES

The role of research in my teacher education is to expand knowledge of teaching practices and to keep abreast of 21st century models of teaching.

Tertiary Level institutions invest in Digital Databases because it simplifies storing, retrieval and organizing of large quantities of data. This serves as an enhancing tool for both students and administrators.

A Digital Database is an online or electronic system for storing and organizing information. This may take the form of a Digital Library .

A Digital Database is of value to me because I can access specific subject related content from the luxury of my own home,  and at any time period available to me. I am not restricted by physical location or time constraints. Additionally, it minimizes the time taken to research a topic because information is presented based on the search terms used.

Before my last practicum class, I had been trying to do research using general search engines and websites.

Working with my colleagues  caused me to feel more connected with them and less intimidated by my inexperience with the use of the school's digital resources.

The experience has made me think of how naïve I have been, in that, I had access to a beneficial tool (at the press of a button), yet, I did not use it.

Working in groups on a focused, problem-solving activity has the benefit of each member drawing and learning from each other's strengths.

I recognized that my weakness was limited knowledge regarding computer literacy because I had failed to familiarize myself with the advances in technology. However, I believe I am growing stronger in the area of competency with computer skills.

REFLECTIVE JOURNAL - 4.............STUDENT ENGAGEMENT STRATEGIES

Our class was given a group activity based on student engagement in the classroom. We were separated into three groups and given a document to read. Each group was given a different reading. We were then instructed to read the document, choose any three strategies and do a dramatic presentation to demonstrate our understanding of the techniques chosen. The class was allowed to give feedback after each group presented.

Working with other pre-service teachers is very enlightening. I feel this way because their input sometimes presents a perspective that I would not have thought of on my own initiative.

Based on this group work, I am realizing that when pre-service teachers plan a lesson, they usually assume that they would be presenting in an ideal setting. They have caused me to realize how much my mind has been reconditioned by the environment I came out of - one where students displayed major disciplinal and behavioral issues.

My strength appears to be managing a meeting, as I noticed I was constantly keeping the group in check whenever they strayed from the topic. I was also able to help them to be conscious of the time we were allotted.

However, I am still weak in effectively brainstorming. After I have made a contribution, I am stumped for further ideas. This is worth improving because as a teacher, I would need to have a back up plan or be flexible in the event one strategy does not prove to be effective.

The engagement strategies that we presented on as a team are:-

•  WARM UP ACTIVITY-a strategy used to get students in the right frame of mind for what is    to follow. 
• CALL ON RANDOM STUDENTS - a strategy which involves all students actively thinking about a question in anticipation of being called upon to answer.
• COLLABORATIVE TASKS - a strategy designed for students to work in groups to facilitate a deeper understanding of the objectives of the lesson.

This exercise helped me to realize that engaging students in their learning environment may not be as difficult as it seems. The teacher needs to be willing to research and properly apply effective strategic methods.

REFLECTIVE JOURNAL-3.......MY PEDAGOGICAL CREED

I believe that education is more than academic instruction. It also involves the holistic nurturing and empowering of an individual in the realm of the social, cultural, psychological, emotional, physical, moral, spiritual and technological.

I believe the school functions as a womb in society, providing a safe, stable and sterile environment for an individual to develop. The individual learns from the world around him, but is protected from the elements. The school fosters healthy practices conducive for proper maturation of an individual, which climaxes when an individual is "birthed" into society and allowed to continue to grow and develop.

I believe that the success of education lies in all stakeholders working collaboratively. It should not be addressed as a single entity, but rather as one component of a larger system. An individual receives a balanced education when parents, teachers, the community and the individual work unite to plan and achieve goals.

I believe the well being of an individual should be the primary focus of education. It should produce individuals who are proud, independent thinkers. The individual must be able to confidently express himself and develop his own sense of identity. He should be allowed to explore and discover his strengths and weaknesses without fear of ridicule or prejudice.

I believe that education should communicate the model for what is deemed as moral, fair and just in society. It should produce citizens who are well socialized, patriotic, upright, conscientious and law-abiding.

REFLECTIVE JOURNAL - 2 "THE PROFESSIONAL JOURNAL"

The purpose of this journal is to periodically document my thoughts and experiences as a practitioner in training. This would allow me to critically compare and contrast my teaching methods and their outcomes, with those of more experienced practitioners. It would also aid me in monitoring my progress over time.

As a reflective practitioner, I understand that I am expected to be unbiased and open minded in my approach to teaching and learning. According to Russell, 1999, "Teachers should for example think about what they have learned from their teaching experiences, and re-evaluate these experiences 'to see them in new ways that might suggest new practices'".

To me, this process seems transformational because it provides a forum for me to constructively evaluate my techniques and to implement more effective approaches to the practice of teaching.

As I reflect on my abilities and skills as a teacher, I am of the view that they are currently in the budding stage of development. This is as a result of me now being exposed to proper principles, examples and methodologies of the teaching profession.

REFLECTIVE JOURNAL - 1

Teachers are supposed to reflect everything that constitutes the moral fabric of society, however, that exists only in a perfect world. As I look back on my own experiences as a student, I am reminded of one teacher who was unreasonable.

I had the same teacher for English Language and English Literature. These subjects alternated on the time table. On Monday, I had my Language class and the teacher gave home - work. I packed my bag each night based on the time table. As such, I took my Language books out of my bag and replaced them with my Literature books. The following day the teacher came to class during the Literature period, however, she did not feel like doing Literature that day and she asked us to take out our Language books instead. Naturally, I did not have my Language books, so I asked one of my friends to lend me her book so I can refresh my memory of the exercise. The teacher saw me using my friend's book and she called me to the front of the class.

She verbally abused me at the top of her voice. She said if I was her daughter, she would have "knocked me down!!!" The entire block heard the commotion. She even gave me "conduct marks", which were given to students who were in breach of the school's code of discipline. I was very hurt and upset because I was not at fault for not having my Language books that day. Furthermore, I felt the teacher's reaction was unmerited as I was a hard working and respectful student.

For the rest of my school life, I harboured feelings of resentment towards that teacher. Having to sit in her class was traumatic for me. I became silent in her classes, I did not ask any questions or make contributions to any discussions. I also isolated myself because students kept pointing at me and talking about what  the teacher had done.

I would have preferred that the teacher recognized that I did not have my books because she did not follow the time table. I would have appreciated if she was sensitive to this fact and take responsibility for her part in this scenario. As I have grown over  the years, I recognize that my teacher was out of line and perhaps needed some psychiatric help. Her actions were extreme and unprofessional. If I had been in her shoes, I would have listened to the student and acknowledge that the student should not have been punished because the teacher felt to do something other than what was on the time table.

Although I highlighted a negative situation, I choose to end this journal on a positive note. The WORDLE below represents some positive characteristics or qualities of a teacher, qualities I hope my students would always see in me.