Every teacher has some kind of implicit theory of teaching (Marland 1997). From this perspective this module has provided a new sight to start with a reflection as a theory which proposed by Biggs (2003) that reflection is a theory of teaching to reflect with and context of experiences as the object of reflection seen in action learning paradigm.
Different students with different abilities and personality types learn more with varying techniques. Students low in authoritarianism, low in tendency to dichotomize, low in the need for structure, and high in the ability to tolerate frustrations have been found to learn more when the Socratic questions and answer method is used while children of different reasoning skills learn more with the discovery and expository methods.
The setting under which teaching and learning takes place has different effects on students with different aptitudes, personalities, and motivations. Those who are high in need affiliation prefer to work with others; those low in affiliation need prefer to work alone.
A twin of interest is patience. ...
ould accept the fact that even while preparing for a teaching career that I must be patient not only with my pupils who is the easiest to bear with but also with my colleagues with whom I get can more knowledge regarding the performance and personality of my students.
Through reflection I was able to identify the gaps of teaching and learning process in my teaching session for nursing student. Actually I had the opportunity to evaluate my experience in teaching sessions within different perspectives in order to make some improvement for my future career see (EVIDENCE 4 reflection). As Biggs (2003) state that expert teacher continuing reflect on how they might teach even better.
There are no fast rules as to how a teacher can make the classroom a nurturing place for students of diverse personalities and attitudes. I believe that whatever strategy I will use should be based on my own assessments of my pupils. A general rule is to recognize the worth and dignity of the learners at all grade levels. The following are the specific guidelines that I will follow:
Recognize individual differences. These would include differences in intelligence, maturation, motivation, academic background.
Recognize developmental tasks
Recognize social classes. Social classes have different values, and to some extent behavior. No social class should be prejudiced against
Recognize differences in value-orientation and values across social classes, subcultures, and cultures.
Positive approaches are preferred over negative ones. Negative approaches should be used sparingly. If they are used, they should be utilized judiciously.
Derogatory remarks have more negative than positive effects.