Name

REFLECTIVE EDUCATION PLACEMENT REVIEW

Introduction

I feel obliged to share the surprising examples I acquired from my schooling situation

experience as I start this intelligent excursion1. In this exposition, in what follows, I will talk

about how I see the teacher's clear methods, the difficulties and limits that exist in the

classroom, and the wide range of reactions from students. When the foundation for student

advancement is laid, I will uncover the secrets hidden in that 2. Notwithstanding, the real

substance of training is in the fragile and pleasant nature of student replies. I'm going to try to

show the clear-cut people who fill our study halls, following their journey from shy fears to

surprising successes3. In this essay I will share their remarkable specialized abilities, their

aggressive melodic objectives, their confidence, and their attitudes — these are the

components that structure the underpinning of our schooling system.

All I want is an introduction about what I was observing – so the classroom lessons and the

secondary school. I was observing the teacher’s teaching and the way the students reacted to

that.

1
Karen Mann, Jill Gordon, and Anna MacLeod, “Reflection and Reflective Practice in Health Professions Education:
A Systematic Review,” Advances in Health Sciences Education 14, no. 4 (November 23, 2007): 595–
621, https://doi.org/10.1007/s10459-007-9090-2.
2
Jia Yin Lim et al., “A Systematic Scoping Review of Reflective Writing in Medical Education,” BMC Medical
Education 23, no. 1 (January 9, 2023), https://doi.org/10.1186/s12909-022-03924-4.
3
Greg Ryan, Susan Toohey, and Chris Hughes, “The Purpose, Value and Structure of the Practicum in Higher
Education: A Literature Review,” Higher Education 31, no. 3 (April 1, 1996): 355–
77, https://doi.org/10.1007/bf00128437.
Name

Body Paragraphs
Classroom Management

Inside this segment, I am dig into the center of my arrangement experience, during which I had

the pleasure of intently concentrating on the educator. Too fancy and no substance – if the

body paragraph is titled I don’t need to explain what I am going to talk about. We should

inspect the complexities of their showing abilities, which are a show-stopper of educational

techniques and relational holding. What do these mean? An exceptional element of my

perceptions just say observation was the instructor's steadfast obligation to develop a learning

climate that focuses on the requirements and interests of the understudies. an understudy is a

person who learns another's role in order to be able to act as a replacement at short notice in

theatre so it doesn’t make sense why you are writing understudy?Their methodology looked

like that of a gifted director, delicately coordinating a symphony while offering understudies the

chance to focus. I suppose you are talking about symphonic band? However im talking about in

class lessons so this doesn’t make sense here.Their perfect joining of shared advancing if talking

about a method, you need to explain what it is and then use a reference particularly captivated

me4. They appeared to recognize the agreeable joint effort of data that understudies can create

whenever furnished with the opportunity to gain from each other. What does this mean?

Doesn’t really read well This hit home for the understudies as well as agreeably paired the

predominant pattern in music training, featuring the meaning of helpful learning. You didn’t

really explain what method was used…

4
“The Educational Effects of Portfolios on Undergraduate Student Learning: A Best Evidence Medical Education
(BEME) Systematic Review. BEME Guide No. 11,” Medical Teacher,
2023, https://www.tandfonline.com/doi/abs/10.1080/01421590902889897.
Name

The way the teacher used words was an important and educational experience. It was more

than just sending information; it was a way to communicate that worked better than words.

Their speech had a rhythmic quality that kept coming back to the subject they were teaching.

how so? Give an example The children were profoundly moved by the energetic words, which

started ignited their interest5. This exemplified the significant effect that fruitful

correspondence can have on instruction.

The educator showed a serious level of fastidiousness in the space of arranging and educational

program improvement?, which had an enduring effect. Each example plan looked like a

fastidiously created melodic piece, where each note and delay had an unmistakable capability.

They investigated the intricacies of educational program creation; it was intensive and

enthralling to guarantee that it. This doesn’t make sense The educator's longing to offer

extensive melodic training was clear in their obligation to educational plan advancement.

Without a doubt, their capacity to quickly address and consolidate student remarks was

profoundly commendable6. It was a careless motion, however, an earnest tendency to change

and improve. In the midst of the racket of student voices, the teachers mindfully tuned in,

adjusting their helping techniques to line up with the understudies' requirements and

objectives. Is this describing the part where the students were being noisy and the teacher

5
Denise Jackson and Franziska Trede, “The Role of Reflection after Placement Experiences to Develop Self-
Authorship among Higher Education Students,” Professional and Practice-Based Learning, January 1, 2020, 189–
208, https://doi.org/10.1007/978-3-030-48062-2_11.
6
Selina McCoy and Aoife M Lynam, “Video-Based Self-Reflection among Pre-Service Teachers in Ireland: A
Qualitative Study,” Education and Information Technologies 26, no. 1 (August 6, 2020): 921–
44, https://doi.org/10.1007/s10639-020-10299-w.
Name

played rhythmic chords to reel them back in to concentrate? Because It doesn’t describe well

the method or the reaction.

You also didn’t include the references that I showed you for this paragraph. Those will help you

to write clearer about the method the teachers were using.

Retrieval Strategies and Methods i think you mistook this paragraph for

assessment and feedback

Assessing and answering the requirements of understudies just say students included a

sensitive harmony balance is better between understanding and expertise. The educator

showed a phenomenal fitness for knowing the verifiable signs of difficulty or bliss do you mean

ease? in the singular advancement of each and every student. Their mediations looked like the

master initiative of a capable guide, what mediations you need to give an example ensuring

that every student found their musicality and song 7. The idea of student authority, which is

frequently ignored, was suitably perceived and esteemed in this instructive discussion. The

teacher told the students to learn learn what? which gave them the chance to take the lead and

support their classmates. It showed their obligation to encourage artists as well as future

pioneers fit for affect huge change in the globe. Are we talking about the teacher or the

students? Either way this sentence is too cheesy

As to evaluation, ? AS FOR evaluation the educator's methodology was portrayed by an

agreeable mix of support and encouragement for improvement. The presence of different

7
Ming Liu et al., “Evaluating Machine Learning Approaches to Classify Pharmacy Students’ Reflective
Statements,” Lecture Notes in Computer Science, January 1, 2019, 220–30, https://doi.org/10.1007/978-3-030-
23204-7_19.
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melodic styles upgraded the general melodic scene as well as giving an important instructive

open door, cultivating a culture of gaining from one another’s interesting encounters. That is

not an evaluation method

In any case, as time elapsed, the imperatives of the circumstance became evident. Sadly, the

assets available to understudies with extraordinary necessities were fundamentally confined. It

filled in as a reasonable update that consideration isn't just an in-vogue term, but an earnest

necessity in the domain of music schooling. This doesn’t really make sense its just a whole

sentence that doesn’t really say anything of importance The test looked by the position climate

in successfully helping understudies with extraordinary requirements has accentuated the need

to take on comprehensive strategies, ensuring that all understudies, regardless of their abilities,

can benefit themselves from the changing impact of music. Again youre saying strategies but

not including any examples of any

During these troubles, I noticed the relentless steadiness and resolve of understudies as they

won over obstacles in their melodic interests. Seeing their capacity to beat limitations as well as

prosper as they continued looking for melodic dominance was genuinely lowering. Their

steadfast assurance advised how is this related to assessment and feedback? Why do you keep

typing melodic interests/dominance. what does that even mean? me that, as teachers, our

obligation goes past just sharing data knowledge?; it involves empowering understudies to

defeat deterrents and reveal their authentic abilities.

As I further collaborated with the present circumstance, the ensuing activities for cultivating the

development of children in this air were clear. Advancing the allotment of extra assets and help

for understudies with remarkable needs was vital 8. It was significant to develop a culture of

inclusivity, guaranteeing that each youngster felt regarded and paid attention to. This required

a planned undertaking by teachers, overseers, and the more extensive instructive local area.

Same points. – nothing relating to assessment and evaluation – it doesn’t read well because

theyre flamboyant sentences that have little substance – no examples of the strategies youre

talking about – Again no use of the references I provided for you.

Composing with Technology

Inside this specific structure WHAT STRUCTURE? , my situation as an educator began to commit

with technologies. Im not the educator … I am OBSERVING a teacher teach. I arrived at the

understanding that it was my obligation not exclusively to teach understudies in music, but

additionally to effectively uphold and advance variety with technologies, as the need might

arise of every student. This change in perspective was striking and will probably impact my

future education approaches. How did my perspective change? What made it change? I

couldn’t have just suddenly changed for no reason.

Eventually, my time spent in this instructive setting shed light en route to carrying out a music

schooling procedure just say teaching that is more comprehensive and adaptable with

technologies. The experience underlined the meaning of tolerating variety, upholding

8
Luciane V Mello and Gemma Chaloner, “Developing Transferable Skills through Embedding Reflection in the
Science Curriculum,” Biophysical Reviews 13, no. 6 (October 13, 2021): 897–903, https://doi.org/10.1007/s12551-
021-00852-3.
Name

youngsters with unique requirements, and enabling all students to conquer jumps and

accomplish their most extreme melodic capacities. As I keep on applying these lessons, I'm

helped to remember the binding together force of music, and it is our obligation as teachers to

ensure that this persuasive power is accessible to all people. But this doesn’t have anything to

do with what I told you to write about for this paragraph. Again no examples, no substance.

When I think back on my interactions with the kids while I was working with, I realize that their

responses to the educational activities were very different, just like the songs we listened to

together which were made with advance technologies. What educational activities? What songs

did we make with what technology? How is that ‘ just like’ In this section, I'd like to look share

at the details of their limitations, their specialized and artistic goals, and the casual exchange

between confidence and disposition9. On top of that, we'll tell you the story of how they

overcame problems and how they were able to meet their exceptional developmental needs.

????? we’ve already started the section and its about composing music with technology (using

Sibelius)

An interesting perception was the perplexing organization of restraints that pervaded the study

hall, looking like a delicate and waiting melody flamboyant and doesn’t make sense. How do

restraints look like a delicate and waiting melody? Also why would you describe something in

that way when writing an educational paper? . A few understudies, please just use student or

pupil regardless of their melodic fitness MELODIC FITNESS??, had occurrences of weakness
9
Suzanne Gough, Abebaw Mengistu Yohannes, and Janice Murray, “Using Video-Reflexive Ethnography and
Simulation-Based Education to Explore Patient Management and Error Recognition by Pre-Registration
Physiotherapists,” Advances in Simulation 1, no. 1 (January 1, 2016), https://doi.org/10.1186/s41077-016-0010-5.
Name

while acting before their friends. The assertion fills in as a strong sign of the critical effect that a

caring homeroom climate has on encouraging melodic ability. Again written in a way that

doesn’t clearly state what yojure trying to ssay

I review a particular event when a student, who is generally contemplative, gathered the

fortitude to introduce their melodic synthesis to the whole class. As they connected with the

instrument, their hands shook, yet the room oozed a disposition of undaunted help. This crucial

second built up my conviction in the power of a strong and humane study hall climate, where

reservations may be changed over into confirmation and self-disclosure. Again written like a

novel instead of a formal paper. Surely this should be in assessment and feedback?

From a specialized viewpoint, each student went on their own excursion journey to upgrade

improve their abilities. Certain people showed an inborn ability for their instruments, while

others wrestled with the intricacies of melodic procedure 10. The perspective that dazzled me

the most was their undaunted obligation to improve. It exhibited the innate drive that music

might bring out. Not at all what im observing

Assessment and Feedback I think this is supposed to be the conclusion

The way every student filled in as an update that dithering can be changed over into

confidence, troubles might be viewed as opportunities for development, and music has the

capacity to elevate the human soul. This has nothing to do with the essay

10
Kathy L Guthrie and Holly McCracken, “Reflection: The Importance of Making Meaning in E-Service-Learning
Courses,” Journal of Computing in Higher Education 26, no. 3 (November 4, 2014): 238–
52, https://doi.org/10.1007/s12528-014-9087-9.
Name

To sum up, my involvement in these uncommon understudies has supported my conviction in

the huge impact of music guidance. My way as an instructor has been significantly influenced

by their feelings, restraints, desires, and strength. I epitomize the lessons of compassion,

persistence, and relentless conviction in the limit of every student to find their voice in the

coordination of presence.

As I consider my contemplations and encounters, I wind up where my previous experiences and

future desires join. I'm profoundly moved by the wealth of useful information and development

that my ongoing position has given me. In this segment, I will straightforwardly communicate

my thoughts and feelings, examining what this groundbreaking experience has altogether

meant for my education and administration theory. Getting through confidence in the meaning

of student focused learning is one of the most noticeable results of this arrangement

experience11. While seeing the educator's skilled and sympathetic direction toward their

understudies, I began to appreciate that the certifiable charm of training lives inside the actual

understudies. The instructive ensemble rotates around the focal significance of their voices,

necessities, and objectives.

This disclosure has ignited an intense commitment in me to coordinate more student focused

approaches into my future homeroom techniques. I have changed from seeing myself as a

supplier of data to seeing myself as somebody who encourages advancement, similar to a guide

who leads students on their singular ways of investigation. I want to lay out a homeroom
11
Tim Rowland, Fay Turner, and Anne Thwaites, “Research into Teacher Knowledge: A Stimulus for Development in
Mathematics Teacher Education Practice,” ZDM – Mathematics Education 46, no. 2 (December 18, 2013): 317–
28, https://doi.org/10.1007/s11858-013-0564-9.
Name

environment that recognizes as well as values the contribution of every student, where their

requests are addressed as well as urged to form a more significant investigation.

The usage of distributed showing approaches throughout my position experience significantly

affects my instructing point of view. I have noticed the significant effect of understudies

participating in shared learning, as aloof clients of information, yet as dynamic members in

molding the instructive talk.

In my next move, I'm going to set up situations where working together with others is not only

encouraged but also necessary for learning. From my point of view, when students act as

teachers for each other, they not only improve how they understand the material, but they also

learn basic life skills like working together, writing convincing letters, and showing sympathy.

Besides, my experience during this position has upgraded my perception of the huge impact of

a supportive and cherishing study hall environment 12. It has underlined the essential meaning of

compassion and tolerance in advancing the advancement of every student. I want to establish a

climate wherein understudies have a good sense of reassurance in sharing their reservations,

perceiving that these reservations are vital for building confidence.

Conclusion

In conclusion, this experience has additionally fortified my devotion to advancing variety in

school. The limitations I saw in the instructive setting about the position of children with unique

12
Simon Brooman and Sarah Stirk, “Who Am I?: Using Reflective Practice and Self-Determination to Redefine
‘Employability’ in Legal Education,” Liverpool Law Review 41, no. 1 (March 5, 2020): 79–
98, https://doi.org/10.1007/s10991-020-09240-5.
Name

requirements have spurred me to turn into a defender of comprehensive techniques. As a

hopeful teacher and pioneer, my goal is to advocate for availability, ensuring that all

understudies, no matter what their capacity, have evenhanded admittance to the changing

capability of music. As I start my excursion, I have data as well as a profound sensation of

direction. This experience has been an extraordinary climate, shaping my professional success

in unanticipated ways. As a teacher and pioneer, I have fostered an unmistakable inclination of

obligation to encourage the human soul, embrace variety, and light energy for learning.

This position has given us important new ideas about how to teach music. My desire to become

a better teacher and a leader in the field of music education has grown as I have more carefully

thought about the teacher, carefully researched the teaching situation, and learned a lot about

what the students need. Why is there another conclusion?

Overall

Look at the paragraph references I sent you

Look at what I want you to write about in the paragraphs (I sent you a hand written one)
Name

References

Mann, Karen, Jill Gordon, and Anna MacLeod. “Reflection and Reflective Practice in Health
Professions Education: A Systematic Review.” Advances in Health Sciences Education 14,
no. 4 (November 23, 2007): 595–621. https://doi.org/10.1007/s10459-007-9090-2.
‌Jia Yin Lim, Simon Yew, Chester Yan, Li En, Song Yi, Wei Zheng So, Glenn Jin, et al. “A
Systematic Scoping Review of Reflective Writing in Medical Education.” BMC Medical
Education 23, no. 1 (January 9, 2023). https://doi.org/10.1186/s12909-022-03924-4.
‌Ryan, Greg, Susan Toohey, and Chris Hughes. “The Purpose, Value and Structure of the
Practicum in Higher Education: A Literature Review.” Higher Education 31, no. 3 (April
1, 1996): 355–77. https://doi.org/10.1007/bf00128437.
‌Medical Teacher. “The Educational Effects of Portfolios on Undergraduate Student Learning: A
Best Evidence Medical Education (BEME) Systematic Review. BEME Guide No. 11,”
2023. https://www.tandfonline.com/doi/abs/10.1080/01421590902889897.
‌Jackson, Denise, and Franziska Trede. “The Role of Reflection after Placement Experiences to
Develop Self-Authorship among Higher Education Students.” Professional and Practice-
Based Learning, January 1, 2020, 189–208. https://doi.org/10.1007/978-3-030-48062-
2_11.
‌McCoy, Selina, and Aoife M Lynam. “Video-Based Self-Reflection among Pre-Service
Teachers in Ireland: A Qualitative Study.” Education and Information Technologies 26,
no. 1 (August 6, 2020): 921–44. https://doi.org/10.1007/s10639-020-10299-w.
‌Liu, Ming, Simon Buckingham Shum, Efi Mantzourani, and Cherie Lucas. “Evaluating Machine
Learning Approaches to Classify Pharmacy Students’ Reflective Statements.” Lecture
Notes in Computer Science, January 1, 2019, 220–30. https://doi.org/10.1007/978-3-030-
23204-7_19.
‌Mello, Luciane V, and Gemma Chaloner. “Developing Transferable Skills through Embedding
Reflection in the Science Curriculum.” Biophysical Reviews 13, no. 6 (October 13, 2021):
897–903. https://doi.org/10.1007/s12551-021-00852-3.
‌Gough, Suzanne, Abebaw Mengistu Yohannes, and Janice Murray. “Using Video-Reflexive
Ethnography and Simulation-Based Education to Explore Patient Management and Error
Recognition by Pre-Registration Physiotherapists.” Advances in Simulation 1, no. 1
(January 1, 2016). https://doi.org/10.1186/s41077-016-0010-5.
‌Guthrie, Kathy L, and Holly McCracken. “Reflection: The Importance of Making Meaning in E-
Service-Learning Courses.” Journal of Computing in Higher Education 26, no. 3
(November 4, 2014): 238–52. https://doi.org/10.1007/s12528-014-9087-9.
Name

‌Rowland, Tim, Fay Turner, and Anne Thwaites. “Research into Teacher Knowledge: A
Stimulus for Development in Mathematics Teacher Education Practice.” ZDM –
Mathematics Education 46, no. 2 (December 18, 2013): 317–28.
https://doi.org/10.1007/s11858-013-0564-9.
‌Brooman, Simon, and Sarah Stirk. “Who Am I?: Using Reflective Practice and Self-
Determination to Redefine ‘Employability’ in Legal Education.” Liverpool Law
Review 41, no. 1 (March 5, 2020): 79–98. https://doi.org/10.1007/s10991-020-09240-5.