Activity Log

EDLM3007 | S1 -> Reflection on My Achievement so far: -> Reflection on my achievement
so far
by Ronalita Thomas-Ramdeen - Friday, 11 September 2015, 9:36 PM
Reflection on my achievement so far.
I have been able to achieve many things so far in the development of myself. Personally I am
happy to be where I am family wise. My family supports me and encourages me to aim for the
sky and the world is the limit. Educational wise, I am also happy because I have achieved so
much being a working mother and studying at the same time. I have been able to complete all
that I set my mind to and with exceptional grade, I am so proud of myself. I have a self of pride
knowing, all that I have learnt is going to good use and is being practiced in my daily life.
Professionally, I am able to make changes and improve the way I work and reflect on what is
been done and make relevant changes. My goal is to continue aiming for the sky and keeping
my head up and achieving all that I set my mind to.
See this post in context
EDLM3007 | S1 -> Discussion Forum - Unit 1 -> Reflecting on Learning

by Ronalita Thomas-Ramdeen - Friday, 11 September 2015, 9:24 PM
Some new perspectives of terms I have been using are:
Reflexive and reflective practitioner
Personal and professional development
Collaboration
Learning community
Lifelong learning
Transformational Leader
Self-assessment
I have learnt that as an educator I must reflective on things I have done and make relevant
changes. I must look at a situation and do not jump to conclusions but reflect and make
appropriate decisions. I must work with group members to help solve a problem and be part of
change. I have also learnt that when conducting my teaching, planning and communication are
key to success.
EDLM3007 | S1 -> Tutor Student Exchange -> Active Practitioner 5 - Group profile
by Ronalita Thomas-Ramdeen - Sunday, 27 September 2015, 5:42 PM
Group Profile:
A group is defined as a number of individuals that are classed together because of similarities.
The Active Practitioners 5 comprise of Erica Berkley, Ronalita Thomas-Ramdeen, Ann
Cockrane, Ifeula Bernard and Keitha Southwell.
The Active Practitioners 5 , group members aligned themselves together to ensure not
only for their holistic development but to achieve both personal and communal learning goals
achieved. In order for our goals to be realized it was necessary for the members to cooperate with
each other. Members of Active Practitioners 5 group are all unique but we each possess critical
elements that link us together.The groups goals are our ideals. They are our aims which were
defined by all its members.There is definitely commitment to the pursuit of these common goals,
without this the group will not be able to survive.
The Active Practitioner 5 is seen as a dynamic whole. We communicate with one another
often and have meaningful discussion. All members were positive and polite from the inception.
Group members began to appreciate their colleagues strengths. As team members got to know
each other better, we began socializing, asking each other for help and provided constructive
feedback. We were able to identify with each other. This was extremely important because the
development of a stronger commitment towards the teams goal was achieved and we began to
see progress towards it.
We all share beliefs, values and norms about areas of common interest.By joining Active
Practitioners 5 members have been able to develop a sense of identity and belonging, deepen
knowledge, skills and values and attitudes.
Goals / Objectives:
To be part of a team that work together to overcome barriers/ challenges that may hinder us from
achieving our personal and professional goals.
Having open and frequent discussion
Completing learning activities in a timely manner
Receiving feedback
Identifying and understanding our collective strengths and development needs.
Active Practitioners Group Profile

Group Members
Working Styles
Brain Processing
Thinking Style
Senses
Time of the Day
Sound
Light
Temperature
Work Area
Ronalita
Erica
Ann
Ifeula
Keitha
Sequential (Analytical)
Simultaneous (Holistic)
Impulsive
Reflective
Auditory Hearing & Listening
Auditory External (Talking / Discussing)
Auditory Internal (Self-talk/inner dialogue)
SP
SP
SP
Visual Words (reading)
SP
Visual - External (seeing & watching)
SP
SP
Visual Internal (visualizing & imagination
SP
SP
SP
Tactile Touching (manipulating & Handling)
Kinesthetic external (experiencing / doing)
Kinesthetic internal (feeling / intuition)
Early Morning
SP
SP
Late Morning
Afternoon
Evening
Quiet
SP
SP
Sound/ Noise / Music
Bright
SA
NP
SA
SA
Low
SP
SA
Cool
SP
SA
SA
Warm
SA
SA
SA
Formal
Working Groups
Authority
Motivation
Persistence
Conformity
Responsibility
Structure
Variety
Informal - Comfortable
Alone
SP
SP
Pair
Peers
Team
Supervised
Unsupervised
Self- starting
SP
Externally Motivated
High / Systematic
SP
SP
Spontaneous / fluctuating
Low persistence
NA
NA
NA
NA
NA
Conforming
SP
SP
Non-conforming
SA
High / Strong
SP
SP
SP
SP
SP
Low responsibility
NA
NA
NA
NA
NA
Other directed
SA
Self-directed
SP
Routine
SP
Change Oriented
SA
Key: Strong Preference - SP; Preference P; Non-preference NP; Flexibility F;

Strong Adapt SA; Result Invalid RI; Not Applicable - NA
EDLM3007 | S1 -> Tutor Student Exchange -> Active Practitioner 5 - Group profile > Autobiographical Worker Profile - Ronalita Thomas-Ramdeen
by Ronalita Thomas-Ramdeen - Sunday, 27 September 2015, 5:35 PM
Autobiographical Profile
Name: Ronalita Thomas-Ramdeen
Educational background: I started school at the age of 3 years and I attended primary and
secondary school where I successfully completed with a full certificate. After secondary school I
attended Technical institute full time and completed a diploma in accounting. I further my
accounting by studying part time and I got my certificate in management accounting. I went on
to complete my Bachelor degree in Primary education. I am currently pursuing a Bachelor
degree in Educational leadership and Management. I am a certified cricket coach and I am also
a certified first responder. My education has contributed to my development as a professional
educator by teaching me the skills and knowledge to become a professional. I was educated to
use the different theories and strategies in my teaching and learning.
Work History: I am presently employed with the Ministry of Education for the past eleven years.
Prior to teaching, I worked at several small companies doing accounts. As a professional
educator over the years I have learnt patient, to become self-motivated, to work as a team
member, To listen to the views of everyone, to communicate effectively and these skills and
experiences has help developed me as a professional.
Service and or Extracurricular Activities: I am a cricket coach, a Sunday school teacher. These
extra activities have helped me as a professional educator by allowing me to have fun while
working. I get a chance to do the things I like with children and teach them new and fun things.
It brings out my creative side.
Reason for choosing Education as a career: I wanted to make a difference in children lives as I
noticed that there was a decline in the education of young people. My mother did not attend
primary school and she always encouraged all her children to get a good education. I am
following in her footsteps and encouraging all children. I will like to pass on all the knowledge
learnt to everyone I interact with. Knowledge shared is knowledge learnt.
Personal goals: I would like to become a school principal and then move on to become a school
supervisor. I would like to complete my master in education to aid in my goals. I expect to
achieve these goals by successfully completing my Bachelor degree and then my Masters in
educational Leadership and Management. I will also work with my colleagues and staff in
teaching and learning as much as I can in the educational profession.
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EDLM3007 | S1 -> Discussion Forum - Unit 1 -> Active Practitioners 5 - Unit 1 Activities > Re: Activity 1.1
by Ronalita Thomas-Ramdeen - Thursday, 24 September 2015, 9:46 PM
Prior knowledge Objectives of the session Limitation

and skills
Accountability, Take the initiative to
promote behaviors that
enhance the quality of the
work environment and
Adaptability
performance
I do not adhere to persons who do not accept

responsibility for their own actions and decisions
and who do not demonstrates commitment to
accomplish work in an ethical, efficient and costeffective manner.
Communication
I have a problem with persons who do not adapt to

situations I Adjusts planned work by gathering
relevant information and applying critical thinking
to address multiple demands and competing
priorities in a changing environment.
Inclusiveness
I do not team members who do not communicate

effectively. I am a person who Effectively conveys
information and expresses thoughts and facts.
Demonstrates effective use of listening skills and
displays openness to other people's ideas and
thoughts.
I do not like am team members who do not accept
inclusiveness. At all times I Demonstrates a
personal commitment to create a hospitable and
welcoming environment. Fosters respect for all
individuals and points of view.
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EDLM3007 | S1 -> Discussion Forum - Unit 1 -> Active Practitioners 5 - Unit 1 Activities > Re: Active Practitioners 5 - Unit 1 Activities
All member please post contribution to Activity 1.4 here
Activity 1.4
Make a list of keywords that have been included in a dictionary definition of the
word progress.
2. Expand the dictionary definition by using ideas gained from examining the list of key
words from an economic, social, psychological/emotional, and religious standpoint.
3. Compare your definition with perspectives conveyed by the following chapter: The
Meaning of Progress - http://www.stanford.edu/~moore/Chapter1.pdf
4. Refine your definition, if necessary, to convey your working or operational perspective.
Keywords found in the definition of progress:

Goals, Development, Advancements, growth
Economic definition: An increase in the capacity of an economy to produce goods and

services, compared from one period of time to another. Economic growth can be measured in
nominal terms, which include inflation, or in real terms, which are adjusted for inflation
Social definition: is the idea that societies can or do improve in terms of their social, political,
and economic structures. This may happen as a result of direct human action, as
in social enterprise or through social activism, or as a natural part of sociocultural evolution.
Emotional definition: is the emergence of a child's experience, expression, understanding, and

regulation of emotions from birth through late adolescence.
Refine definition after reading and comparing perspectives:

Progress is the movement towards developing or advancement of change over a period of time.
It entails not only economic wellbeing but utility of intellectual, spiritual and cultural pleasure and
ethical, intellectual and political activities.
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Autobiographical Profile
EDLM3007 | S1 -> Discussion Forum - Unit 3 -> Active Practitioners 5 - Unit 3 Activities > Re: Active Practitioners 5 - Unit 3 Activity 3.2
by Ronalita Thomas-Ramdeen - Thursday, 29 October 2015, 7:01 PM
Activity 3.2
In doing this activity, I realized that I had to make a decision on who to choose to give me there
views on who is observant and what it means. I had to be an observer as well as choose
persons who would respond positively to me and give me there perspective. Secondly I needed
to know the meaning of observer, observant and observe. After doing my research I realized
that I had gained knowledge from doing the research and learnt the many characteristics of the
words. I had a better understanding of the topic and was able to handle the process. After
doing research and finding the definition I selected 2 persons from my workplace, 1 from my
home setting and I from my kids school to give me there views. I realized that everyone had
similar perspectives but they were not completely correct and I informed them of my views and
were I got the information. After completing this activity, I realized that in everything that I do I
must be informed before I get the views of others.
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EDLM3007 | S1 -> Discussion Forum - Unit 3 -> Active Practitioners 5 - Unit 3 Activities > Re: Active Practitioners 5 - Unit 3.1
by Ronalita Thomas-Ramdeen - Thursday, 29 October 2015, 6:36 PM
Activity 3.1
How did you identify the problem you selected for study in a work context? 2. How did your
preferred perspective of the term problem influence the problem identification process?
According to the Oxford Dictionaries a problem is a matter or situation regarded as unwelcome
or harmful and needing to be dealt with and overcome.
After looking at this definition and sharing with group members and discussing what is a
situation in the work context that is unwelcomed and harmful and needs to be dealt with and
overcome by all, the group selected the topic of Bullying. The group saw that bullying is a
situation that is unwelcomed and harm and there should be looked at to find solutions to help
deal with the problem.
At first my perspective of the term problem was negative and then when I reflected I looked at it
as a positive. The group would come up with ideas that would help resolve this problem. It will
not only help me as a person but everyone that I am in contact with. Members of the group had
other suggestion or problems that they think would be important, but after discussing and
reflecting and doing some negotiation the group made an informed decision to choose the topic
of bullying.
Reference:
Definition of Problem. Retrieved
from http://www.oxforddictionaries.com/definition/english/problem
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EDLM3007 | S1 -> Discussion Forum - Unit 2 -> Active Practitioners 5- Unit 2 Activities > Re: Active Practitioners 5- Unit 2 Activities
by Ronalita Thomas-Ramdeen - Tuesday, 6 October 2015, 8:05 PM
Activity 2.1
I dedicate most of my time thinking about The Really Big issues that are likely to affect my
personal and professional life in the next 20 years. I am always thinking about what I am going
to do next to improve my personal and professional life. What is the next step? Do I do this now
or do I wait? Will I benefit if I do this? How will it affect my family? Are some of the questions I
ask myself all the time. I know that I have to always be changing and keeping abreast with the
global trends. I must be open minded and be reflective/reflexive in everything that I do.
After looking at the global trends clock I can safely say that I am professionally progressive. I do
not think that any one element is more important than the other but all elements build on each
other. I am always abreast of the new and improved technologies that are developing. I use
these new inventions to my benefit by integrating them into my personal and professional life.
Climate change will not change but the way I live can help change the climate. I am going green
and I am promoting it at my organization. Same to do with water scarcity, I practice and preach
water conservation. Teaching values, lifelong skills, literacy and numeracy are very important
for the development of global economy. Teaching these life skills will allow individuals,
communities to develop an understanding of the economy, politics, war, terrorism, health and
disasters.
Reference:
EDLM 3007. Reflective Practice in Action 2. Unit 2. UWI: 2015
Facing Up to a Changing World. World Financial Review, n.d. http://www.
worldfinancialreview.com/?p=1530
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EDLM3007 | S1 -> Discussion Forum - Unit 2 -> Disscussion Question - Session 2.1
by Ronalita Thomas-Ramdeen - Tuesday, 6 October 2015, 7:32 PM
After completing the orientation activity I was able to learn more about myself. I was able to
appreciate the various domains (affective, cognitive and physical) that I need to complete the
task. I noticed that all domains play an important part in getting the task done. My attitude
played an important part in that I had to be willing to problem solves. I learnt that I am ready for
the world of work because identified my qualities and skills and I am able to cope with global
trends that are impacting my profession. I am creating a positive environment by the things I am
learning and I know that my workplace impacts everything that I do.
After completing the Readiness inventory which was done with my collaborative team. It gave
me an opportunity to introduce myself and allowed me to work with my group members to
prepare ourselves to move forward by having a positive attitude, completing the required
readings and activities by using the materials available to us.
Readiness for Learning Inventory
Statements as indicators of
readiness
Yes [] Proof of action taken to

No [x]
be ready
1. I have completed the

inspirational activity.
Rona - Rona - I completed the task without any hesitation and I
enjoyed it.
2. I am thinking positively just Rona

now.
-
Rona - I am positive because I completed the task
3. I have read the introduction Rona

to the session.
-
Rona - I am thinking about the changes in my

professional and personal life.
4. I have read the learning

objectives for the
Rona
-
Rona - I know what is expected of me.
5. I have decided on my roles

and responsibilities based on
the objectives of the session.
Rona
-
Rona - After discussion with my group I know what is

my role and responsibilities in the group.
6. I have checked the course

schedule and
Rona
-
I frequently check the course guide and the LE to see

what is required at this point.
session
guide to see what is required at

this point.
7. I have the tools that I need to Rona-x
work with based on the list of
resources.
8. I am looking forward to the Rona
Rona - I am meeting new people and having fun
interactions I
will have with others.

9. I have made a commitment
to contribute
Rona
-
Rona - I am contributing in the areas that I know and I

am committed to my group members and even more so
to successfully completing this and other courses in this
learning environment.
Rona
-
At this point I have done the activities which were

expected of me by my group but I must give feedback
to my colleagues work and other discussions by the etutor.
significantly to this learning

environment.
10. I have completed all
requirements for Unit 1
EDLM3007 | S1 -> Self Correction as Evidence of Readiness for Unit 2 -> Self Correction
as Evidence of Readiness for Unit 2
by Ronalita Thomas-Ramdeen - Thursday, 1 October 2015, 11:09 AM
Self-correction made from unit 1
New perspectives learnt from reading unit 1 are
Self as a psycho-socio-cultural rather than a physical being is emphasized
Self as a worker is concerned with professional identity and who you are at the core as a
character
Place and space are used synonymously and are both related to the multiple dimensions of the
environment
Learning takes on a progressive (developmental focus) rather than evidence of achievement
based on the past
After completing the activities for unit 1 I have learnt a lot about myself, my work profile and my
work settings. I have had the opportunity to determine my level of readiness for the world of
work in terms of my knowledge of self as a leadership/management-worker and my ability to
contribute to a productive and healthy work context. I was able to draw on my prior knowledge,
skills and dispositions of reflective and reflexive practice as an individual and as a member of a
team or community.
In doing a self-check, I realized that I needed to confirm my understanding and ability to read
reflectively and manage my feelings about reading text/printed materials. I have to draw on my
prior knowledge and skills of information processing especially as they relate to manipulating
literature to generate meaning in context. I have to better manage my attitude towards public
reflection since I am required to share my reflective thoughts in the discussion forum. I have to
decide if I am going to make significant contribution to learning by sharing work of high quality.
In doing a reflection on my worker profile I was able to identify my strengths or commendable
aspects of self that influence my performance, relationship with others and your contribution to
the organizations culture. I was able to also identify my limitations that merit investing in
activities for professional development. I also identified my preferred perspective of work and
how I approach work. I have a better understanding of my core values that guide my practice. I
had a better understanding of what are my professional goals are and how I have achieved them
and those goals that I am working towards. My worker profile provide information about my
qualities as a critical reflective thinker and lifelong learner. I was able to point out my talents and
gifts.
Activity 1.1
A list of prior knowledge and skills that I possess that are related to the objectives of this
session:
Prior knowledge and

skills
Accountability,
Adaptability
Objectives of the session
Limitation
Take the initiative to promote

behaviors that enhance the
quality of the work environment
and performance
I do not adhere to persons who do

not accept responsibility for their
own actions and decisions and who
do not demonstrates commitment to
accomplish work in an ethical,
efficient and cost-effective manner.
I have a problem with persons who
do not adapt to situations I Adjusts
planned work by gathering relevant
information and applying critical
thinking to address multiple demands
and competing priorities in a
changing environment.
I do not team members who do not

communicate effectively. I am a
person who Effectively conveys
information and expresses thoughts
and facts. Demonstrates effective use
of listening skills and displays
openness to other people's ideas and
thoughts.
Communication
I do not like am team members who

do not accept inclusiveness. At all
times I Demonstrates a personal
commitment to create a hospitable
and welcoming environment. Fosters
respect for all individuals and points
of view.
Inclusiveness
Research skills,
communication skills,
Reflective/Reflexive
Practice,
Critique your profile as a worker I need to improve some areas for my

to determine areas for
professional development. I have not
professional development and
mastered my gifts or talents.
attributes to be affirmed
(including gifts/talents, research
Collaborative Learning,
orientation) based on a selected
field/discipline
Critique steps you have taken to
manage talents or to participate I have not gotten the opportunity to
in activities that are intended to share my abilities or talents to
members of my work community.
influence the development of
talents as members of workbased learning
teams/communities
Communication Skills
Transformational
Initiative
Risk Management
Leadership Team
To develop a sense of
commitment to excellence in all
endeavors, by providing a
balanced environment that will
cater to the development of both
teachers and students.
I have sometimes practice

procrastination and this limits me to
the commitment towards
development.
Dynamics
Instructional Leadership
Skills
Activity 1.2
The article on workplace by Mollach and Cairns provides various perspectives on work, place
and learning in the 21 century. The article shows how psychological theories, sociological,
situated, and postmodern thinking on the possible theories of how people learn and respond in
and through workplace activities. Also, there are many frameworks and positions adopted by the
set of authors who show a variety of international backgrounds and orientations. Work, place
and learning in 21 century should promote new thinking. Work has become a place where one
goes to carry out labour distinct from ones home. (Cairns and Malloch, 2008, p. 4). Work, also
called labour, job or employment provides individuals with a form of identity. It helps to define
who we are, it can either make one appear prestigious or make us unpopular. To me, I love my
job, but when I meet certain friends who are lawyers and doctors, I feel belittled, especially since
we had the same opportunities in school. The truth is that, I did not afford it financially to pursue
further studies at that time. In recent times, work has become unionism where employees gain
rights and benefits on and from the job. The term work recognises unpaid voluntary work, which
as educators we do at all time, whether in buying lunch for students or giving extra classes.
Educators work is being all rounded, taking care of everything Thomas (1999) definition focuses
on three elements: 1 work achieves something, 2 work involves a degree of obligation or
challenge, and 3 work involves effort and persistence, individuals solve problems at work. As
educators we are called to do these especially the third to help make a difference in the life of
others.
Place is the same as workplace and it refers to the physical location, the space in which one
works. My workplace is a school. Sometimes the place affects the quality of work produced. The
physical as well as the spiritual elements of place may need to be shaken up in order for one to
work at his or her fullest ability. In a simple example, I am pretty certain that individuals
experience a sort of suffocating feeling if the school yard is overgrown with shrubs and other
weeds compared to when it is nicely trimmed there is a more relaxed and easy-going feeling.
This is an example of how place can affect productivity. I believe as educators we ought to
ensure that all factors are in excellent condition with relation to place so that we can do a great
job at all times.
Learning is education, a process of lifelong learning, where individuals are managers of their
own learning, Marsick and Watkins (1999, p. 64). As wringer, (1998) states education is not
formative, it is transformative. We grew up learning from our parents and from the community
who played a pivotal role in making us fit for life in society. Life has progressed immensely as
learning occurs in a classroom setting and people use this learning to attain work in a place.
The three goes hand in hand because in order to have work, there must be place and learning
and vice versa. In the future, we will be faced with many challenges from technology,
environmental issues and effects of globalisation. It is our responsibility at this time to secure
our future by being involved in continuous learning which will ensure that we remain in a
workplace.
Activity 1.3
Autobiographical Profile Worker profile
Activity 1.4
Keywords found in the definition of progress:
Goals, Development, Advancements, growth
Economic definition: An increase in the capacity of an economy to produce goods and

services, compared from one period of time to another. Economic growth can be measured in
nominal terms, which include inflation, or in real terms, which are adjusted for inflation
Social definition: is the idea that societies can or do improve in terms of their social, political,
and economic structures. This may happen as a result of direct human action, as
in social enterprise or through social activism, or as a natural part of sociocultural evolution.
Emotional definition: is the emergence of a child's experience, expression, understanding, and

regulation of emotions from birth through late adolescence.
Refine definition after reading and comparing perspectives:

Progress is the movement towards developing or advancement of change over a period of time.
It entails not only economic wellbeing but utility of intellectual, spiritual and cultural pleasure and
ethical, intellectual and political activities.
Activity 1.5
East High is a secondary school based in a neighborhood of mainly low income families.
Students seemed to be of diverse ethnic groups and display poor discipline, low morale, poor
motivation and low achievement. However, there seemed to be a determination to succeed. The
physical structure of the school look dilapidated with windows broken by student fights and
vandalism. The furniture seemed adequate and suitable for students. Socially there is the lack of
collaboration among all stakeholders and low self esteem among students. The availability of
technology seemed appropriate to the era. The new Principal sought to change the school
culture and met with much resistance as his methods seemed unconventional. He used
principles of reflectivity and reflexivity as he exhorted students to reflect on their actions and
take responsibility for them and look into themselves.
Activity 1.7
The theories in Action for the workplace setting is that of Theories of reality, knowledge, ethics
and aesthetics ( Positivism) .Where the basic affirmations of positivism is that
all knowledge regarding matters of fact is based on the positive data of experience. Strict
adherence to the testimony of observation and experience is the all-important imperative of
positivism.
Theory of Learning and Human Development were also recognized ( Behaviourism), operating
on a principle of stimulus response. He told the staff that he value their expertise and talents,
therefore providing a positive stimuli, therefore increasing the probability that the antecedent
behaviour will happen again.
EDLM3007 | S1 -> Discussion Forum - Unit 4 -> Active Practitioners 5 - Unit 4 Activities > 4.3
by Ronalita Thomas-Ramdeen - Sunday, 29 November 2015, 5:58 PM
Examine critically your approach to problem solving using action research and note how you
have ignored the action learning principles as a part of the process.
Action Learning helps members solve problems and learn primarily by their ongoing dialogue in
their groups, that is, all members pose probing questions and supportive challenges to each
member of the group. One approach that I have ignored as part of the process is the fact that at
some point I may not take a members of the group seriously in engaging in their discussion. I
may have not been aware of their own thinking and reasoning. I now realize that I in action
learning I should inquire into other thinking and reasoning and ask questions why they made
statements and engage with other members to ensure we all agree on the information being
shared. I have learnt that Action Learning is more than a dialogue or discussion group, though,
in that all members are charged to actually apply their learnings between group meetings.
These applications of learning help to generate experiences from which to learn and they
ground members' learning in the day-to-day realities of life and work.
Reference:
Action Learning, Action Research Association Inc. Action Learning.
http://www.alara.net.au/aral/actionlearning
Action learning (peer coaching groups): Some related theories. Retrieved from:
http:// www.authenticityconsulting.com/act-lrn/a-l/theory.htm
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EDLM3007 | S1 -> Discussion Forum - Unit 4 -> Active Practitioners 5 - Unit 4 Activities > Activity 4.2
by Ronalita Thomas-Ramdeen - Sunday, 29 November 2015, 5:44 PM
Examine critically your approach to problem solving using action research and note how you
have strategically and deliberately integrated or made use of action learning principles as a part
of the process.
Action learning and action research are closely related processes. Action learning can be
defined as a process in which a group of people come together more or less regularly to help
each other to learn from their experience. My group consisted of five individuals from different
educational settings and we had one problem that need attention. Learning is a central part of
the action research learning process that takes it outside the realm of traditional approach. Our
group looked at bullying as a problem and we used elements of action learning to solve the
problem. We collaborated and came up with ways in which we can deal with this problem and
implemented a program that worked to elevate the problem. Each member gave their account
of their experiences and ideas and we learnt from each other. We engaged in a cyclical
process and action learning and reflection was done. As action learning was taking place, each
member gave their information on the topic of bullying, we engaged and discussed with each
other and we understood the context under which we were practicing.
Reference:
Action Learning, Action Research Association Inc. Action Learning.
http://www.alara.net.au/aral/actionlearning
Action learning (peer coaching groups): Some related theories. Retrieved from:
http:// www.authenticityconsulting.com/act-lrn/a-l/theory.htm
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by Ronalita Thomas-Ramdeen - Wednesday, 18 November 2015, 7:46 PM
https://www.facebook.com/groups/1495051447485520/
The link for Unit4.1 activities
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EDLM3007 | S1 -> Discussion Forum - Unit 3 -> Reflection on Practice as a problem

solver
1a. Based on your experience and observations from doing the activities for this Unit,
what are the changes you have had to make or should be making when you examine your
typical behaviour once confronted with a problem?
After completing the readings and activities for this unit my attitude has changed. Before when
a problem arise I would run to make judgement and quick resolution, I would involve my
emotions and sometimes make the wrong decisions. Now as I am becoming a
reflective/reflexive practitioner, when a problem arise I stop and think of the problem and what
caused the problem and what factors are involved. I now have a better understanding that the
perspectives of others are involved and I should not involve emotions in my decisions. I should
listen to all parties involved and ask for a resolution from each party. I should question parties of
why the problem arise and work on ways in which the problem will not happen again. I will also
have collaboration with my colleagues in order to make the right decision on how the problem
can be resolved.
1c. If your tendency as a first reaction/response was/is to be optimistic and positive
emotionally, socially and intellectually, what accounts for this disposition?
I am a person who is willing to make changes and adapt and listen to people. I am truthful and
honest in my responses and I am not judgmental. When I am not sure of a problem or solution,
I normally seek assistance from my co-workers or with someone with experience in the field. As
the Leader in the classroom and many groups, I am faced with many problems and I cannot
have a negative response because I have persons/children looking up to me for a positive
response. If and when a problem arises I look for the resolutions from the parties involved. I
ask question as Why the problem arises and possible resolutions for the problem from the
parties involved.
2. What are the gaps in the problem identification and definition process you have had to
address and how did theories of change contribute to your treatment of any of these
gaps?
The gaps that I have in problem identifications are that not all problems are I have to rely on my
skill and intellectual qualities that are associated with critical reflective-reflexive practice. I have
to consider the value of multiple perspectives based on the diverse nature of reality and Give
positive regard to others by affirming and validating them. I have to confront cultural myths and
practices that disempower and segregate and examine communication style knowledge/theories
and processes contemplated and consider ethical use of knowledge and mind tools to
communicate.
In developing my reflexive framework for problem solving, I should be mindful of the foundations
of reflexive practice and the supportive theories that influence them. As a reflective-reflexive
leader-worker, I should be familiar with supportive theories that should guide my practice. Which
are Versions of Constructivism, Humanism and Post Modernism.
I should promote behaviours or practices that are empowering such as helping others to develop
self control, take into consideration the hierarchy of power based on position, more
collaboration/partnership and ensure that I remember that everyone is equal and the outcomes
of a problem is at the expense of input or process.
EDLM3007 | S1 -> Discussion Forum - Unit 3 -> ACTIVE PRACTITIONERS LINK FOR
ACTIVITY 3.3 -> Re: ACTIVE PRACTITIONERS LINK FOR ACTIVITY 3.3
This is thelink to our 3.3 activity
https://www.facebook.com/groups/1495051447485520/

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EDLM3007 | S1 -> Reflection on My Achievement so far: -> Reflection on my achievement

EDLM3007 | S1 -> Discussion Forum - Unit 1 -> Reflecting on Learning

Reflexive and reflective practitioner

Personal and professional development

Having open and frequent discussion

Completing learning activities in a timely manner

Identifying and understanding our collective strengths and development needs.

Active Practitioners Group Profile

Time of the Day

Auditory Hearing & Listening

Auditory External (Talking / Discussing)

Auditory Internal (Self-talk/inner dialogue)

Visual Words (reading)

Visual - External (seeing & watching)

Visual Internal (visualizing & imagination

Tactile Touching (manipulating & Handling)

Kinesthetic external (experiencing / doing)

Kinesthetic internal (feeling / intuition)

Sound/ Noise / Music

Key: Strong Preference - SP; Preference P; Non-preference NP; Flexibility F;

See this post in context

Prior knowledge Objectives of the session Limitation

I do not adhere to persons who do not accept

I have a problem with persons who do not adapt to

I do not team members who do not communicate

See this post in context

Keywords found in the definition of progress:

Economic definition: An increase in the capacity of an economy to produce goods and

Emotional definition: is the emergence of a child's experience, expression, understanding, and

Refine definition after reading and comparing perspectives:

See this post in context

Yes [] Proof of action taken to

1. I have completed the

Rona - Rona - I completed the task without any hesitation and I

2. I am thinking positively just Rona

Rona - I am positive because I completed the task

3. I have read the introduction Rona

Rona - I am thinking about the changes in my

4. I have read the learning

Rona - I know what is expected of me.

5. I have decided on my roles

Rona - After discussion with my group I know what is

6. I have checked the course

I frequently check the course guide and the LE to see

guide to see what is required at

Rona - I am meeting new people and having fun

will have with others.

Rona - I am contributing in the areas that I know and I

At this point I have done the activities which were

significantly to this learning

See this post in context

Prior knowledge and

Objectives of the session

Take the initiative to promote

I do not adhere to persons who do

I do not team members who do not

I do not like am team members who

Critique your profile as a worker I need to improve some areas for my

I have sometimes practice

Economic definition: An increase in the capacity of an economy to produce goods and

Emotional definition: is the emergence of a child's experience, expression, understanding, and

Refine definition after reading and comparing perspectives: