澳洲工程论文代写:实际会议的生物学

随后的一周，第二次观察发生在佛罗伦萨组织了她的实际会议的生物学中。我可以看到她的班级组织的明显变化，因为我们建议的教案，并按照主要目标设置在以前的反馈会议。我很惊讶看到这样的转变在这么短的时间。我认为佛罗伦萨想在她的职业生涯中达到更高的目标。在这样的背景下，Larrivee（2000：p295）状态，老师必须能够创建真实的学习社区，需要改变和调整自己的教学风格，更好地与新兴的隐喻教师作为社会中介、学习促进者、反思性实践者。参考附录II，我的学生也把她的学生在对工作。我的目标是让佛罗伦萨的学生参与自我评估和学习，因为这会给学生的学习能力带来启发。因为它是在评估中提到的学习英语（英国政府政策的建议，2004，P.），学生必须参与同伴与自我评价，最终使学生自己对自己的学习负责。在这种情况下，教师的角色将是非常重要的，因为她必须能够给学生适当的反馈他们的表现，并审查他们的工作，并建议他们进一步建设性的工作。学生和教师之间的这种互动是发展理解和促进学习的基本要素。随后，这种相互作用并不仅限于师生但我们也专注于我们的关系，导师和学生。最初反思我的做法似乎很困难，因为我认为，无论我所表达的批评和反馈是为了改善佛罗伦萨。但我到底有多远？然而，当我在学校与另一位导师同事讨论这件事时，他说，一般来说，每个人都会反思他们所做的事情，但这种反思不同于人与人之间的不同。根据柯斯根，vasalos（2006节）说，当教师普遍反映，它往往是由特定的学校文化的影响，和工作的压力经常鼓励以获得快速修复而不是揭示潜在的问题。这种反思是不寻常的，因为它使我思考，如果佛罗伦萨只是想得到一个简单的出路短期。该等人（2010，P.）认为，由经验型的作用可基于学生的倾向有所不同，需要和动机，和计划目标（学术、社会或专业）和导师如何管理与学员在这些经验。

澳洲工程论文代写:实际会议的生物学

The subsequent week, the second observation took place in the Biology where Florence had to organise her practical session. I could see noticeable changes in her class organization as we suggested for the lesson plan, and in accordance with the main targets set in the previous feedback meeting. I was surprised to see such transformation in so little time. I assumed that Florence wanted to achieve higher aims in her profession. In this context, Larrivee (2000: p295) state that teacher must be able to create authentic learning communities and required to change and adapt their teaching styles that better align with emerging metaphors of the teacher as the social mediator, learning facilitator, and reflective practitioner. With reference to Appendix II, my mentee also grouped her students to work in pairs. My objective was to make Florence engaged her students in self-assessment and peering since this would bring enlightenment among the student’s aptitude in learning. As it is mentioned in the Assessment for Learning as suggested by English government policy (DfES, 2004, p.x), that students must be involved in peer and self-assessment which would eventually make the students themselves responsible for their own learning. Under such circumstance, the teacher’s role would be very crucial as she must be able to give the students appropriate feedback on their performance and also review their work and advise them for further constructive work. Such interaction between the student and the teacher is an essential element of developing understanding and promoting learning. Subsequently, this interaction was not limited to only the teacher-student but we also focused on our relation as mentor and mentee. Initially reflecting on my approach seemed difficult because I thought that whatever criticism and feedback that I expressed was for the betterment of Florence. But how far I was right? However, when I discussed this matter with another mentor colleague at the school, he said that generally, every person reflects on what they do, but this reflection differs from person to person. According to Korthagen and Vasalos (2006, p.48) said that when teachers generally reflect, it is often influenced by the specific school culture, and the pressure of work often encouraged a focus on obtaining a ‘quick fix’ rather than shedding light on the underlying issues. This reflection was unusual because it made me ponder if Florence was just trying to get an easy way out for short term. Larose et al, (2010, p.x) argued that the role played by the types of experiences may vary significantly based on mentee tendencies, needs and motivations, and program objectives (academic, social, or professional) and also how mentors manage to engage mentees during these experiences.

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