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Work Based Reflective Practice 1 Session 4 Chris Thomas Aims • To review the Learning Outcomes and assignment requirements • To consider areas we need to develop professionally • To consider work based events • To share reflective events. Learning Outcome 1 • Demonstrate an understanding of professional development and reflective practice, identifying their own workbased areas of expertise and identifying areas of knowledge, skills and understanding for development. (Module Handbook, p3) Learning Outcome 2 • Reflect upon work-based events and demonstrate areas of learning and development. (Module Handbook, p3) Professional Development and it’s links to Government Changes - Activity • List as many relevant government policies and changes that you can. • Discuss how they impact on your practice? • www.educationengland.org.uk Reflection on the envisaged government changes • What do you need to develop to meet the changes? • Begin to list. • How does this relate to LO1? The skills and knowledge are described under six main headings: http://www.everychildmatters.gov.uk/deliveringservices/commoncore/ • Effective communication and engagement with children, young people and families • Child and young person development • Safeguarding and promoting the welfare of the child • Supporting transitions • Multi-agency working • Sharing information Guiding principles for front-line staff:• The well-being of children and young people is everyone’s business • Be proactive – identify concerns as early as possible and initiate actions • Follow appropriate procedures • Be holistic – think about the big picture - the overall needs of the child, young person or family Guiding principles (cont’d) • Consider all potential sources of support, within your own agency, other agencies, the family itself • Involve children, young people and those caring for them in decisions that affect them (unless it is not safe or appropriate to do so) • Understand the importance of information sharing within the context of children and young people’s well-being and safety Additional skills, knowledge that we need for the role • • • • • • • Communication Application of Number IT skills Working with others Management of own learning Problem solving Conflict resolution Effective communication • The need to communicate • Questions to explore • Effective use of skills • Working one to one • Useful listening responses • Literacy skills Why listen? • To help others feel that they are heard • To facilitate communication between you and others • To gain a rounded picture of event or problem • To show that you are attending to the needs of others • To understand a problem more fully What skills are needed for active listening? Hallet in Macleod-Brudenell, (2004, p56) notes the important skills needed: “Communication will be more successful if the sender gives as much attention to what they hear as what they say. Being a good listener, takes skill and practice. You not only have to hear the words children, staff and parents are saying, but also have to understand them and then respond in an appropriate way.” Management of own learning • Drummond in Fisher (2002, p194) ‘the importance of self knowledge….she defines effective practitioners as those who understand themselves, their knowledge, their feelings and the framework within which they understand children.’ Problem solving • Overcoming problems • Reflecting on the success of a project • Assessing your attitude to risk-taking • Taking the initiative *Think about your immediate response when a problem occurs.* Key skills for listening include: • • • • • ‘Listen’ with eyes as well as ears in order to recognise the verbal and non-verbal clues Try to be yourself – be natural Take time to build your relationship Give full attention and watch for body language Show interest by asking simple direct questions Let other people find their own answers – don’t be too quick to jump in with your answers Non-verbal skills for listening/communication • Posture & Gestures • Gaze • Proxemics • Facial Expressions • Silence • Appearance • Touch (possibly the most important) *All these can be positive and negative* The Communication Cycle 2. Message coded 1. Ideas occur 4. Message perceived 3. Message sent 5. Message decoded 6. Feedback understood Stretch & Whitehouse (2007, p16) Activity • Task: test out your listening skills in threes:Choose who will listen, speak and observe • The observer needs to note down what happens in task – you can use the evaluation sheets if you wish. • The speaker and listener should sit back to back and hold a conversation • Try both roles as listener and speaker • What did you notice happened? Reflect on this. Application of number • A key skill that can be used in a wide range of situations • Employers put great emphasis on this as a skill • Effects on the children • Is this an area you need to develop? Remember your diagnostic tests and your starting to study learning contracts. IT skills • Essential to ability to study and employment • Need to be able to word process, present information to an audience, email, manage folders • E.g. Electronic (CAF) / other electronic forms Working with others • • • • Teamwork Cooperation Share ideas and information Links to effective communication Bolton (2010:3) • “Reflective practice can enable practitioners to learn from experience about themselves, their work and the way they relate to home and work, significant others and wider society and culture.” • “It challenges assumptions, ideological illusions, damaging social and cultural biases, inequalities and questions personal behaviours.” Consider • Bolton (2010:4) “I did that because my senior instructed me to…” • “Oh I’ve never thought about why I do that..” Bolton (2010:5) • We’ve always done it that way. • What is missing? To consider work based events Briefly describe a work based event. Why did it happen? Who was involved? Relate this event to Schon Relate this event to Kolb or the Gibbs cycle or another (Dewey, Schon, Taggard) Find a reference that links to this reflection What did you learn from this event / or what would you do the next time anything like this happened? How might your views and values have impacted on this event? To share reflective events • Peer feedback • How could you improve your reflective piece of writing? • Which level do think the other person is working at is it dialectical / contextual / technical? Any questions