Reflective Essay on Teaching

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity.

Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness and put forward an action plan for my future development in teaching. Reflection is an important human activity in which people re-capture their experience, mull it over and evaluate it. It is working with experience that is important in learning (Boud et al, 1985).

Teaching is defined as a system of activities intended to induce learning, comprising the deliberate, methodical creation and control of those conditions in which learning does occur (Curzon, 1997). In Nursing, teaching is said to in behaviour that we wish to bring about if we are to enhance and improve care for patients and client (Hinchliff, 2004) The term teaching and learning are often used interchangeably.

Curzon (1990) cited by Nicklin and Kenworthy (2000) define learning as the apparent modification of a person’s behaviour through his activities and experiences so that his knowledge, skills and attitudes, including modes of adjustment towards his environment, are changed, more or less permanently. The rationale of choosing my topic was due to its relevance to the area of my clinical placement (Cardio thoracic) and the Unique learning needs of nursing management of chest drains amongst Nursing students as realised while working with them.

As mentioned above, I will be using the Gibbs reflective model, which follows a cyclical pattern from description, feelings, evaluation, to conclusion and action plan. See in the Appendice. Each of these is sub-headed in the next sections to maintain clarity. Description This is the first stage of the Gibbs model. The value of micro sessions is for planning and delivering a short presentation where by feedback can be gathered before embarking on longer sessions (Walkin, 1990). Planning is about thinking things through it requires imagination and lateral as well as logical thinking (Kiger, 1995).

It is a process that directs the teacher and the learner towards certain actions, which will facilitate learning. During the preparation of my teaching presentation I researched my chosen subject using databases like British Nursing Index (BNI), Nursing practice text books as well as Journals as recommended by Hinchliff (2004) who contend that using evidence-based practice can help to ensure that the subject is fully researched and this will provide support practice and view. I set out the aims and objectives of the teaching session.

This view is supported by (Daines et al, 1993) who state that the teacher must know what it is that he or she intends to teach and what the students are expected to learn as an outcome for the joint effort. I drafted a lesson plan see in the appendice, which I highlighted that I was going to use an overhead projector and give handouts to the group. Ewan and White (1996) suggest it is necessary to understand learners’ different learning styles for learning and teaching to be effective. I devised my teaching plan bearing in mind that there were pragmatists, activists, theorists and reflectors among my peers.

After putting the content of my presentation together I began printing and photocopying my acetates and handouts for my peers. The next step I did was to start rehearsing my presentation at home. On the day of the presentation I gave out handouts to my peers prior to the microteaching session. I used an overhead projector as a guide for my discussion even though my acetates were cluttered with too much information. I also used some equipment like different types of chest drains, water and a dame in of a person to demonstrate to my peers.

I used psychomotor learning domain as it was described by Bloom (1956) cited by De Tornyay & Thompson (1987) to be most important domain compared with Cognitive and Affective domains as it enabling the learner to learn through the demonstrated skill. As I encouraged my peers to carry out the skill that I had demonstrated, I had to bear in mind that many adult learners are self-conscious about trying new psychomotor skills as contended by De Tornyay & Thompson (1987). They worry about looking foolish and making errors.

And therefore it is crucial that the learning environment is warm and accepting, inviting the learners to try things, take risks and experiment. Feelings Planning on its own caused a lot of anxiety, as I was not really sure of how well I will do in delivering and presenting my topic to my peers. Although I had some idea about management of chest drains from both the practical bit that I had gained during my first two weeks on the ward and the theory that I had gathered, I was nervous prior to my presentation.

It is argued by some commentators that having nerves can improve your performance (Lancaster and Janes, 1994). Feelings of nervousness helped me to focus on my presentation however things did not go the way I planned them. I can only attribute my feelings of nervousness due to inadequate preparation. During the presentation I had mixed feelings of nervousness compounded by feelings of confidence and I was not sure about how the audience perceived my presentation. I was feeling confident at times because I knew a lot about the topic and my peers through evaluation echoed this. Evaluation

Evaluation can be seen as a process of making personalised judgements and decisions about achievements, expectations, the effectiveness and evaluation of what we are doing (Hanchliff, 2001). It occurs at different stages of learning experience, is ongoing, vital to development, evolution of teaching and learning. It is emphasised that if you do not self evaluate there is a tendency to carry on as usual (Hinchliff, 2004). As part of my preparation, I decided that I was going to use the SWOT analysis to evaluate myself. And with this, I was going to be able to identify my Strength, Weaknesses, Opportunities and Threats.

My strengths included giving handouts first before starting my presentation. My peers in the feedback sheets echoed these remarks. This is supported by (Boyd et al, 1997) who states that handouts provide organisation, enable students to listen rather than taking notes and serve as a reminder of what the students have heard in the classroom or lecture. I linked the theory to practice as I was using acetates on an overhead projector as well as demonstrating and some of my peers commented that this helped them to understand the topic better.

De Tornyay & Thompson (1987), recommend the use of an overhead projector by the teacher as this avoids distracting instructions and can integrate the material from the transparency with the presentation naturally and without losing eye contact with class. My voice was loud and clear throughout my presentation to enable my peers to hear the topic. Oliver and Endersby (1994) emphasise that if people cannot hear you during presentations they will not listen to you hence it is important to have a good voice projection when teaching or presenting.

I had also met my aims and objectives that I had set up and my peers had learnt from them following the feedback. Aim & Objectives can provide a logical sequence for both you & your students enable you to check whether your teaching has been effective and also help to make decision about what exactly the student should learn as recommended by (Hinchliff, 2004). My weaknesses included confusing some surgical terms that I had used and therefore giving the wrong explanation of the word, not giving all my peers a chance to practice the skill and also not involving my peers to participate in terms of the questioning technique.

Some of my peers commented on the feedback sheets that I had the tendency to read my acetates, I should have brought in prompt cards just to remind me of the main points which needed to be discussed further. It is argued by (Baume and Baume, 1996) that reading from transparencies will give a stilted feel to a presentation and does not give the presenter much credibility. In essence as a presenter you should know most of what you want to say otherwise you should not be teaching or presenting to the audience. And also some of my peers commented that I had rushed my presentation despite the fact that I finished within the expected time.

I didn’t have all my teaching equipments as I had planned. In organizing the materials for teaching, Oliver & Endersby (1994) stated that the responsibility of teaching does not only lie on accuracy of the information presented but also in the manner and order in which it is presented. The opportunity of being familiar with my peers and knowing the subject area that I was going to present strengthened my confidence as I began to teach. My threat was not being able to finish on time and being so nervous that I would not give the best to my group. Analysis

On analysis, I thought I choose the right topic that was relevant to my course and my clinical area of placement. “As joint practitioners we will encounter carers in our working life, so giving information on carers assessment, their limitation and effect of caring will prepare us for future practice” (Hinchliff, 2004). As I was preparing my presentation, I thought about adult learning as all my peers were going to be adults. I decided to use Androgogy approach of teaching as recommended by Knowles (1990) who defined it as the art and science of supporting students particularly, adult learner in their own learning process.

In retrospect, I feel that this helped to promote the students’ concentration and I believe that my peers felt valued, as I was able to include them in the teaching by acknowledging each and everyone who participated by using their names and praised them. The teaching session took place in a seminar room near the ward where everyone was familiar with the environment. It is believed that a good learning environment allows a more positive attitude to study and desire to learn (Kiger, 1995).

Overhead projector was used during the teaching, this was benefiting to my peers, it help to clarify and explain key points. The use of overhead projector encouraged motivation from peers and makes it more interesting (Larrivee, 2000). The teaching session was aimed to facilitate humanistic or cognitive domain as well as psychomotor where cognitive domain is student centred. This permit student perception and thinking, it also incorporate student participation which gave the chance to ascertain peers’ knowledge of the topic been taught.

I used Abbatt & Mc Mahon (1993) 3 aspects of evaluation i. e. Plan, Process and Product as a form of evaluating my peers learning and effectiveness of my teaching. With this, there was use of evaluation checklists See in the Appendices that were used by my peers to evaluate my teaching in form of feedback. These can enable the teach to identify aspects of his/her teaching that could improve on. Although the feedback from my peers and mentor was informative and good, from my own reflection afterwards made me realise that I had not taught I had planned.

I didn’t involve all my peers to practice the skill, which would have helped them to learn more as recommended by Hinchliff (2004). I should have informed them of how long the session was to take in order to avoid them from thinking that I had rushed. I should not have read my presentation from the acetates because it is argued that the audience will probably understand very little and will loose concentration quickly (Nicklin and Kenworthy, 2000). Body language communicates different impressions to the audience; I maintained eye contact on some occasions this helps to regulate the flow of communication.

This is supported by (Oliver and Endersby, 1994) who state that presenters who make eye contact covey interest, concern, warmth and credibility. Conclusion I seem to have learned more from the reflective process than the actual presentation. Presenting to the group was one of the most nerves wrecking experiences as well as waiting for feedback from my peers and mentor. However, carrying out this teaching session has broadened my knowledge in management of chest drains and given me the courage and confidence for my future teaching and presentations. Action Plan

I endeavour to perceive weakness as opportunities for future development rather than as failures. In essence the act of reflecting on the microteaching presentation has deepened my understanding of the importance of having a good preparation, a good plan, including having rehearsals prior to the presentation, the importance of having a good learning environment, and being familiar with the material you are going to use before presenting. It is imperative to evaluate each teaching session or presentation, as this is the only way we can learn to improve our practice.

Read more

The Sports Intramural In School

The sports intramural is one of the most awaited and important events in each school year. This is where students and teachers interact and cooperate in different sports. This Is an opportunity for the students to show their skills In deferent sports. This will also develop the unit, cooperation, sportsmanship and friendly fellowship among students of different grade levels. And most importantly, the students and teachers will enjoy to the fullest.

Objectives: 1. To promote sports management. 2. To develop leadership among the students. 3. To improve the spirit of unity, cooperation and sportsmanship between the participants, 4. To encourage the students to engage In different sports and to be physically fit. Schedule: January 22-24, 201 5 Participants: High school students of Sacred Heart College from 1st year to 4th year. Sports Activities/Games: Team Sports Games Badminton.

Read more

Esl felt

I felt very sad about this test because I spent a lot of time to prepare this test. After class, I asked my professor why did I get low grade. The professor told me check the essay again, and asked me to check our rules. Moreover. I still could not understand what does it mean, so I took my essay to the professor’s office and asked her what is wrong with it. The professor told me we need to write academic essay, not the personal essay, but I still wrote the personal essay, It Is not my professors require Therefore, I fall this essay.

The professor also old me I have a lot of wrong grammar and spelling, and I have a big problem that is I did not have a thesis statement. I was confuse about this problem, and I still do not know how to write It. The professor explained to me what Is thesis and what Is academic essay about one and a half hour. I am very thankful my professor so much because I understand how to write it. At home, I spent a lot of time to review it. A few weeks later, we have another In class essay, and the require Is to write a knowledge that the professor told me last time, and I followed the rules and utilized he skills I have learned.

First, I did a brain storm to write down all my ideas and details. Then, I started to write my first draft. After I am done, I double checked on it and wrote my final essay. A few days later, I got my essay back, and saw my grade. It is a C. It means I pass it, even it is not a high grade. But, I still happy on it because I improve my writing skills. In conclusion, after I took this class, I learned I have to utilize the skills I have learned, and follow the rules and require to get a high grade.

Read more

College Is It Worth It

? College – Is it Worth it? Right now in our society university education is no longer an option or privilege, but rather a necessity. We are practically raised and conditioned to believe that one needs higher education in order to succeed in life. There is a saying that says “if you think education is expensive, try ignorance. ” But as technology is constantly advancing and computers are running almost anything, is a college education really necessary? There are people who have never set foot in a college and are doing better than people who have their master’s degree.

There are views from both sides that contain a valid argument. The main reason why people go to college is not because they want to but because they have to. Most 11th and 12th graders are pressured by their parents to go to college because it is “the right thing to do. “” In the essay that Caroline Bird wrote “College is a Waste of Time and Money”, she states that students go to college because ” . . . Mother wanted them to go, or some other reason entirely irrelevant to the course of studies for which college is supposedly organized. The student may have different ideas about what he or she wants to do in life, but because they think that their parents know what is best for them, they probably end up doing something they do not want to do, resulting in being miserable and resentful. Let’s face it, going to college is socially prestigious. Most people go to college only for the title of being called a college student. For some young people, it is a graceful way to get away from home and become independent without losing the financial support of their parents.

They do not want to be looked down upon so they do what would look “best in the eyes of society”. It is practically beat into our heads that in order to be a respectable citizen of society, you should have some sort of university education. Being a college student is perhaps a more respectable role than being, for example, a clerk or a garbage man because of the negative connotations such jobs receive. Going to college and getting a degree does not necessarily guarantee that an individual is going to get a job right after graduation.

It is hard out there for recent graduates to find a good job since there is so much competition due to the insanely increasing numbers of our population and a wildrace for the lions share in every field. Even if they do get a job, it is usually not in what they got their degree for. Many college students would feel that because they do not learn what they want to. Instead they have to take classes that have close to nothing to do with their major but are only taking these classes in order to fulfill a general educational requirement.

Upon graduation, some feel that they are at a disadvantage because more time could have been spent on learning more within their field of study and less on irrelevant materials. Now for the pros of having a professional college education. The major reason of going to college is, of course, to get a good job. College prepares us with academic knowledge in order to succeed in the future. According to Ernest Boyner higher education is essential for preparation for one’s future. He states that: In spatial terms, teaching and learning may begin in a classroom, but course work also spills over into the life of the campus and the community.

Students engage in experimential learning and co-curricular activities that take abstract ideas and anchor them in real-life problems. As the competition to get a decent job is increasing, it is close to impossible to obtain a high paying job without at least a bachelor’s degree. Many jobs that only used to want their workers to have a high school diploma now require some college education due to their extremely complicated nature. Another way college is worth the money, however, is because it is one of the few institutions that often contains people of different ethnic and racial backgrounds.

Such a situation allows one to develop their social and communicative skills because they are exposed to unfamiliar cultures. This is necessary for the fact that a person does not want to come across as ignorant towards a certain culture. This only, however, comes in handy when you are being educated abroad. College is like a stepping stone to becoming a responsible adult because for the first time most people are practically on their own (that would definitely include me). It is completely different from high school in that not only that school has to be dealt with, but you have to juggle your personal time and financial state as well.

They go away to college and face circumstances that they would most likely come across when they finally do go on their own. Bills have to be paid, time has to be managed efficiently, and deadlines have to be met, just like in the “real world. ” College is not only about getting a good job ‘but about acquiring knowledge and broadening one’s horizon. A lot of courses that are at school are not needed for a certain major but are just there for interested people who want to learn more about a certain subject.

Bowen explains this by breaking it down into three aspects: … the specific goals for the education function are derived. This function… is intended to help students develop as persons in three respects: cognitive learning, by expanding their knowledge and intellectual powers; affective development, by enhancing their moral, religious, and emotional interests and sensibilities; and practical competence, by improving their performance in citizenship, work, family life, consumer choice, health, and other practical affairs.

It is sometimes just as good to be an intelligent person and know about a lot of things instead of being someone who makes a lot of money. My admission into an arts college after a lifetime of struggle of being an a-grade science student, had led me to seriously consider the complexity of this topic and what i have learned is that college definitely has its pros and cons. But I think that college is what you make of it. It can be the best time of your life, but only if you want it to.

You can take the pessimistic view about it and think that college is a waste of money, or it can be looked at as a challenging and exciting new frontier that basically will set the precedent for the rest of your life. No matter what i learn in this environment that has been setup on an organised platform to produce strong and self assured individuls that will help make this deteriorating world a better place to live in ,even if we do’nt do it conciously, what I know for sure is that the education I recieve in this college will always be of invaluable worth once i step out in the ruthless fish-eat-fish world.

Read more

Focus On The Learner

Gabby has approximately six years of formal education, where he learnt most of the English he uses to communicate with; and a further two weeks of lessons he received whilst at a BBC centre. Gabby currently has no formal work experience; however, he is knowledgeable in the field of electrical engineering and has had some informal experience in this sector. He is highly motivated to learn the English language and his primary goal for this is that so he may one day attend University; perhaps to further his appreciation and love for music or to continue and learn more in the field of electrical engineering.

This goal motivates Gabby and is highly evident in the way he endeavourers to be an astute student. Learning Styles and Preferences Whilst observing Gabby in the classroom and through speaking to him one-on- one it is apparent that his preferred style of learning is more centered on visual/spatial and kinesthesia modes of receipt. His completion of the sensory styles quiz compounds these assumptions and show that Gabby is able to receive and process information more efficiently if it is visually presented to him either by flashcards, pictures or realize.

During classroom observation it was evident that Gabby is highly interpersonal; during pair-work activities he discussed the task enthusiastically with his partner and also listened attentively to their views. When nominated to answer a question Gabby would usually answer correctly, this shows his understanding of and propensity for communicative language. Gabby excels in group based activities and prefers these to individual tasks where he must work alone. The survey also reflected Gabby more developed kinesthesia sensory style, in the classroom he would be observed taking part in physical activities very enthusiastically.

He enjoys movement and exercise, and learns better in this way; he also mentioned his love for the game of football which he played regularly in the DRP. Linguistic Ability – Strengths Gaffs command of spoken English language is average, he often pauses to think of a word and his pronunciation and grammar are weak at times, however, given the time frame that Gabby has been actually speaking the language it is quite impressive. He is more than able to express his opinion or needs within the classroom environment.

Gabby is quite able to read a graded ice of text, although he may take some time and get blocked on certain unfamiliar words, he has shown the ability to perform gist reading tasks quite capably. He also admitted his preference for reading romance novels which he uses to enhance his reading skills. The strength in Cabby’s writing skill is shown in his remarkably accurate spelling. Although he makes some grammatical errors his writing is generally legible and comprehensible. His formation of written words is sensible and corresponds to their respective phonemic sounds.

Although listening is not one of Cabby’s strengths he is tie able to understand English speakers or instructions that are given to him verbally, both the meaning and context Of what he is required to do are clear to him. Gabby performs well in gist listening based tasks. Gabby vocabulary is quite extended, he has the ability to learn new words rapidly and use them in the correct context. He often pauses when speaking, to think of a word, but he eventually remembers it and uses it correctly. His level of functional vocabulary will enable him to navigate most everyday situations with ease.

At times Gabby does make some grammatical mistakes but he often endeavors to correct himself. He is aware of most basic grammatical rules, for example, ‘y’ changing to ‘ices’ for certain countable nouns. He can often be observed writing down new grammatical rules and examples during lessons, thus showing his keenness to improve in this area. Cabby’s pronunciation of most words is clear and understandable, for new vocabulary he often responds well to drilling and repeats the word until he feels it is correct.

He works very hard to improve his pronunciation and can be observed self- correcting at times. Linguistic Ability -? Weaknesses Completed table attached. Activities: Skill – Listening for specific information (“New Cutting Edge Elementary Students’ Book” – pig. 10) This task requires the student to work on his own, as individual work is something Gabby struggles with, this activity will be challenging and requires him to work on his own and strengthen his ability to listen for specific information.

The teacher Will hand out copies of the ‘General Knowledge Quiz’ and ask the learner to look through the questions and answer as many as he can. This is a Test-Teach-Test based adaptation that will allow the student to error correct himself after listening o the audio. The teacher then plays the recording and asks the student to listen out for the various pieces of information that are required to answer the questions. After hearing and answering the student can compare and correct his errors, thereby “learning from his mistakes”.

Gabby is an Elementary level learner and this activity is graded as such. Although it does not tie in with his personal interest in music it is general knowledge and touches on various areas that Gabby may be interested in (brands, currency, Jennifer Lopez etc. ). Activities: System – Grammar – Present Simple (“New Cutting Edge Elementary Workbook – pig. 22/23). The various activities over the two pages deal with grammar related activities, specifically with the present simple.

This is an area Gabby has some difficulty with, and he often confuses tenses which leads to grammatical errors. The activities consist of a mixture of gap fill and answering activities that will improve fluency in present simple. The teacher will hand out copies of the activities and ask the learner to work individually. A high level of monitoring and prompting with the aid of examples will be necessary as Gabby is an Elementary level learner.

Read more

Vark: Educational Psychology and Learning Styles

VARK Analysis Grand Canyon University VARK Analysis VARK refers to a specific style of learning, visual, auditory, reading and writing and kinesthetic leaners. (Fleming & Mills, 1992) VARK assessment questions alert people to the variety of different approaches to learning. (VARK: A Guide to Learning Styles, 2011) For those struggling with learning the VARK analysis can develop a new learning approach or enhance your current learning style by identifying your learning style to more effectively store and recall information.

Knowing our own learning style also can help you to realize that other people may approach the situation different from your own. (Connor, 2009) “Everyone has a certain amount of each learning style, but one learning type will be more dominant that than other. ”(Smith, 2011) Throughout our journey of childhood education we are introduced to kinesthetic learning in the early years, JR high visual and read and write and higher learners experience more auditory. (Smith, 2011) Each individual is exposed to different learning approaches however we develop a preference to a specific learning style. Whichever type a person is, will be how they view life and comprehend situations. This is their own, unique personal filtering system. Obviously each of us will become automatically drawn to our same type, and those who filter the same information the way we do. But having diverse relationships will increase our own happiness throughout our lives” (Smith, 2011) “VARK is about learning, not leisure activities. The read/write learners prefer information displayed as words. This learning style emphasizes text based-input and output.

People who prefer this modality are often addicted to Power Points, the internet, lists diaries and words, words, words. ”(VARK: A Guide to Learning Styles, 2011) Upon taking this test, it reinforced the learning strategies I currently utilize the read and write learning preference. Read and write learners need writing materials to take down points the think are important from what the read, hear and see. (Smith, 2011) The advantage for read write learners they are very independent with learning and can self-teach.

A disadvantage to this style of learning preference if a presentation is audio or visual with no opportunities to take notes, this type of learner will struggle with comprehending the content. With a presentation that is more visual and audio, the read write learner must convert this content to a style of words in their head that will help them commit this to memory. (VARK: A Guide to Learning Styles, 2011) Read and Write learners prefer to take information by making list, headings or utilizing book, handouts, essays and manuals. To make their intake of information a learnable package a read and write learner must convert their “notes” by 3:1 for studying. ” (VARK: A Guide to Learning Styles, 2011) These read/write learner to utilize the information they gather often organizes their written words into diagrams, graphs, charts and read their notes and rewrite the principals into other words. The successful output of this information is when they can perform well on a test or assignment. VARK: A Guide to Learning Styles, 2011) Completing the VARK analysis at the beginning of my BSN program reinforced the strengths of my read write learning preference. This learning preference style analysis also gave suggestions if a read and write learner is put in a situation where they must utilize the other learning styles. The suggestion to convert that information into the preferred “word” method read/ write learners like is an excellent suggestion rather than focusing on the fact one is uncomfortable with the presentation of the material in a non-preferred learning method. University Education is ideal for a read and write learner due to the comfort of reading text, writing notes and essays. ” (VARK: A Guide to Learning Styles, 2011) This style learning preference does well with self-teach /learning which a benefit in the online classroom environment. The challenge a read/ write learner might face in the online classroom is the need to listen to online tutorials, this is a time they would need to convert the information into a preferred “word” method to process the needed information in a way they better comprehend.

The read write learner has a “AH HA’ moment which is the point the words they intake help them comprehend the topic and process the information long term. (Smith, 2011) References Connor, M. (2009). Ageless Learners: What’s your Learning Style? Retrieved January 20, 2012, from http://agelesslearner. com/assess/learningstyle. html Fleming, N. , & Mills, C. (1992). Helping Students Understand How They Learn [Journal]. The Teaching Professor, 7(). Retrieved from www. vark-learn. com Smith, C. (2011, June).

Understanding Every Personality Type: Audio, Visual and Kinesthetic [Discussion Group comment]. Retrieved from http://applecsmith. hubpages. com/hub/Being-Successful-With-Every-Personality-Type-Audio-Visual-Kinesthetic Smith, D. (2011, June 26). Advantages and Disadvantages to different learning styles [Discussion Group comment]. Retrieved from http://www. ehow. com/info_8651838_advantages-disadvantages-different-learning-styles. html VARK: A Guide to Learning Styles. (2011). www. vark-learn. com

Read more

Skills and Learning Statement Acca

Skills and Learning Statement Here, I will be discussing my experience, which I have gained while working on the project: ? Things learnt during the meetings with Project Mentor – Mr Raj My meetings with project mentor became a key success factor for my project. He showed me the direction from where I could start my project and reach to conclusion. Most of the meetings were held personally, which proved more effective than other sources of communication. I also managed to secure his personal contact number, which enabled me to contact him from time to time helping me solve my confusion relating to research. First meeting On our first meet I did not have a clear idea with what am I going to discuss with him. I was confused, rather lost with a couple of options/ideas in terms of the project, but my mentor immediately caught my uneasiness and he himself initiated the discussion. He asked me some questions regarding my interest and objectives for choosing the particular project and spotted the ideal topic on which I should research and write a report on. This was the time when he gave me basic outlines on how should I approach the subject, the ways I should analyze it and so on.

It was quite basic, but it was our first meeting, he didn’t want to put pressure on the first day. From above, I learnt that planning should be the initial stage of any topic or subject. Even before the meeting, if I had only planned everything in advance, it would have been more productive. • Second meeting On this occasion I was much more organized and had a clearer idea of what I was going to talk about with him. I was more confident, which helped me initiate the discussion and ask more questions that further helped securing his trust in me.

But, during the meeting, he realized that I was deviating from my subject area. Therefore he gave me certain suggestions through which I was able to draft a report structure, so that I do not go off topic yet again. Some other recommendations include approach to report, critical evaluation and conclusion. From this meeting, I learnt how to design a project structure and how to approach the subject area, concentration being the key. • Third meeting This is the time when I made my first presentation, when I showed first draft through a slide show to my mentor and a group of people (mentor’s colleagues).

My familiarity was limited to my mentor, which made me nervous and gradually affected my presentation in front of unfamiliar group of people. But, I managed to give my best and eventually ended up answering most of the questions asked by audience. Since beginning, I found it too hard to make judgements and reach to conclusions from the information I gathered. As a result, project was redrafted so many times that it became very frustrating for me. Further, my mentor kept stressing on a point that is to be critical to what I wrote from the beginning to the end.

He believed by being critical one can improve one’s own work, which I later realized was true. This was a good learning part of my project, from which I learnt: -How to present yourself in front of others. -How to be confident when we are dealing with questions asked by audience at the time of a presentation. -How to attract other people’s attention and make them more interested in one’s topic. ? Personal performance on project objectives: In the event of data collection process, I was hoping that I have answers to all questions, but from actual analysis I realized that sometimes reality is different than what you think it is.

The preliminary source of data was the company’s annual report. The information presented in financial statements is only a summary of company’s operations and financial performance, which is normally related to events, which took place in the past. Ratio analysis was used to analyse the information contained in financial statements. Both of the companies being public ltd. companies, the research question was answered in greater depth as I got access to required information on non financial indicators, corporate governance structures and the likes.

While some best practices are only included in company’s internal documents such as internal audit reports, I did not have access for the same, which I believe was one of the drawbacks I faced while working on this project. What I got was external and past information of the companies and on those bases I did the assessment of their decision. But, I am sure that internal information may have been more helpful. I believe that the quality of RAP would have been much better, if only the data collection was successful i. e. if I could get precise information, e. g.

I could not manage to secure data for overall airline industry i. e. the overall financial ratios, which could be used to compare with the chosen companies. Attempts were made to gather data through calling and e-mailing, BA and Iberia, but all in vain. Also initially, I didn’t take referencing concept seriously. But through out my research review by different people especially by my mentor I found out how important referencing of data was. Now, I understand the necessity of referencing, corresponding to data gathered. Finally, as per the information availability, the amount of research I elieve was reasonably enough to cover whole aspect of the project. I constantly strived to get the best answers, making my project worthwhile. This was the best practice for my research to make it more objective than subjective. ? Demonstration of my interpersonal and communication skill: As suggested by my mentor I gathered my thoughts together before I started writing my report or even a topic. It helped me enhance my skills from structuring my report to keeping it in a flow, which I feel I acquired through my ACCA papers.

During the initial stages, the most prominent problem I faced was the mis-communication, may be due to the communication gap between me and the people with whom I worked till the finalisation of report, especially with my mentor. This I feel is very natural, when you are not meeting your mentor everyday and if there are some doubts, one has to email the other, leading to mis-communication. Also, every person has a different thought process, viewpoint and lookout. Some agree to it, while others don’t. To be honest even I didn’t like some of the comments and suggestions given by my mentor.

This led to some complications in my project, i. e. basing on different opinions. But, to solve the problem, adequate steps and efforts were put in to reduce the communication gap. Presentation stage – This was the most dreaded part of my project as I have never made a presentation in my life in front of a group of people. I had to practise hard to improve my presentation skills, for which I made some presentations from a mirror to my family and friends. I tried to learn from negative feedback, while positive comments were taken well into consideration basing it as my strengths for presentation.

Overall from each meeting, Mentor suggested that things could be better if I work on my verbal communication skills, which he said could be improved by interaction with more people. Mentor also suggested me to stick to one point to reduce any confusion. Interpersonal skills, which I developed with time, helped me in a manner where I communicated with different people in regards to my project. I learnt how to respect other’s opinions and views but at the same time how to exchange my views in an appropriate manner. As I mentioned earlier, my mentor was very critical, which helped me learn a lot from him.

I realised that if I control my ego, then I can probably interpret in more efficient way. I learnt that the change in my attitude will help me enhance myself and my skills for my further professional career. ? Impact of project in my accountancy studies and employment career From this project report I found other sources of gaining knowledge other than lectures in college. This project was a learning curve for me, which improved my adaptable learning skills, which I feel will definitely help me in my future professional encounters, where I will have to be flexible at every stage.

The techniques to study and analyze the project are all related to my past and current studies and future career. In my past education system, I often relied on understanding the techniques and models to solve case studies, but the current project report improved my critical thinking skills, which I believe will not only be supportive to my further ACCA papers but also to my career. The project provided me the knowledge i. e. what does each and every model I used meant and how was it implemented, in the real world?

Furthermore, improvement in my writing style would help me score good marks in my exams. Since, there was a word limit for RAP, through this project I enhanced my writing skills i. e. to write to the point and not beat around the bush. The project did help me to consider time limit, which improved my organisational skills that should be helpful for my future career. Time management is important to meet deadline for any project. By this time I feel I have became more capable to plan and organize my further ACCA papers.

My research work also improved my reading skills, which I believe would lead me to finish my exam in a limited period of time provided. The project work made me interested into reading newspapers, different kinds of articles, business pod casts and magazines, from which I will gain more knowledge and it may also be helpful for my future career. Through out this research I identified my strengths and weaknesses along with my personality, which will lead me to beat my drawbacks and enhance my skills in my accountancy profession.

Read more
OUR GIFT TO YOU
15% OFF your first order
Use a coupon FIRST15 and enjoy expert help with any task at the most affordable price.
Claim my 15% OFF Order in Chat
Close

Sometimes it is hard to do all the work on your own

Let us help you get a good grade on your paper. Get professional help and free up your time for more important courses. Let us handle your;

  • Dissertations and Thesis
  • Essays
  • All Assignments

  • Research papers
  • Terms Papers
  • Online Classes
Live ChatWhatsApp