This essay focuses on who advocates for reflection. Both to learn from them and to frame murky, complex problems of professional practice. We can benefit from reflection after critical incidents take place in our projects.
For the Kilgore reading analyze and write a reflection for: – Kilgore Part 2 – Kilgore Part 3 (137-164) – Kilgore Part 4 (167-196) – Kilgore: The School to Prison Pipeline (119-133) For the Nagel Reading (The End of Prisons) – Chapter 6: The Tension between Abolition and Reform .
Mentors who model reflection with their mentees might open the way for an enhanced relationship and understanding of each other. Meaningful reflection cannot be forced or fake; therefore. Amentor who advocates for reflection from a mentee will also need to model that reflection. Doing this will encourage more time to be spent together. A share understanding of what comes out of reflection.
The one who uses reflection as a tool to revisit experiences. Both to learn from them and to frame murky, complex problems of professional practice. We can benefit from reflection after critical incidents take advocates for refrection place in our projects. When certain milestones are reach or to wrestle with information that we are trying to make sense of.
As web students and professionals, we’d benefit from becoming reflective practitionersand make changes base on what we’ve learn. We aren’t able to predict outcomes or solve problems effectively. If we don’t expand our understanding of our experiences.
We must reflect on both our successes and our failures in advocates for reflection. Reflection is not about dwelling on the negative things. Our positive experiences teach us what works well in. Specific situations and allows us to examine potential transference to other situations.
We should engage in reflective practice in our roles as mentors with our mentees. We must show the benefits of reflection in a variety of situations in order to develop our reflective practice and to model for others.
Reflection can’t and shouldn’t be force. Researchers found that college students who are force to participate in advocates for refrection reflective activities often fake it. In order to earn credit for the course but end up disliking reflection as an activity.
I can speak from experience on this. I was forced to keep a reflective journal while pursuing my master’s degree. The frequency of reflection (daily) and topics we were force to reflect upon felt unnatural. My professors did not share with our class the intend benefit of reflection. Reflection was a force exercise that I engage in to please my professors. People need to know there are benefits of advocates for refrection voluntary reflection in order to facilitate engagement in it.