I need a review of this work, its a Critical Incidence Analysis of a case scenario between a CYP with SEND and an educator/ Teaching Assistant . Please find attached docs for clarification

I need a review of this work, its a Critical Incidence Analysis of a case scenario between a CYP with SEND and an educator/ Teaching Assistant . Please find attached docs for clarification
Assignment on Critical Incidence Analysis You will need to write a title for your work that is pertinent to your personal area of reflection. (You will need to have used the reflective logs to support your work) Briefly state your place of work, and why the setting is of relevance and is important to the work you might do with children and young people with SEND Explore the rationale for your chosen area of ‘critical incident / concern’ within the workplace, and why is it important for children and young people with SEND Describe the rationale for your critical incident which must be linked to the learning organisation you are with – you should use your reflective learning logs to support this and these should be in the appendices (be mindful of ethics and anonymity) Use theoretical insights to critique your critical incident using your chosen selected reflective cycle(s). Critically read around issues associated with your critical incident from academic literature – why is it a concern? Use the theory from reflective cycles, critical incident analysis and any other relevant practices to demonstrate how you have identified the key points Use the theory to evidence your rationale for your next steps in developing practice in order to start your next cycle of reflection including reflecting upon anything you have actually actioned in practice for yourself or others where you have been able. Explore your reflections and actions and demonstrate your planned future actions. Explore and Critically examine some of the complex issues in developing educational settings as creative learning organisations for children and young people with SEND You must consider reflective cycles (KOLB’S, GIBB’S and TRIP) we have discussed as well as relevant legislation & policies (SEND CODE OF Practice, DfE 2015, 2010 Ofted Review of SEND,Equality Act 2010) and frameworks for professional knowledge formation
I need a review of this work, its a Critical Incidence Analysis of a case scenario between a CYP with SEND and an educator/ Teaching Assistant . Please find attached docs for clarification
Assignment Structure (example only – you do not have to adhere to this) 5000 words (+/- 10%) Section Types of discussion Word count Introduction Introduce key terms and concepts you are exploring in this work, including Critical Incident Analysis (CIA) theory Introduce your aspirations within your professional career Introduce your particular area of concern 400 CIA theory Thoroughly and critically explore the theoretical perspective (critical incident analysis- Tripp) Which reflective cycle did you select? (Gibbs? Kolb?) Why? How does it relate to education and special needs? 700 Reflection on development of professional skills Consider relevant theoretical perspectives linked to your own professional skills and development (you could use critical friends, Communities of Practice, or guidance like the Teacher/TA standards?) Consider areas of strength and areas for development How does this relate to education and special educational needs? You can link to your career aspirations and your work on the learning pathways (appendix 2) 700 CI exploration which will come from the log You will incorporate the reflections of the incident linking to the above theory along with the supporting theory from your particular area of exploration. You will incorporate parts 1 – 10 of your log into this section. This will be where you evidence your progress through your chosen CIA and show where you have used the chosen reflective cycle to analyse the incident from different perspectives. 1800 Conclusion Here you will draw your ideas together and explain how using CIA has allowed you to reflect and understand your professional circumstances better and consider your current professional skills. Link to the theory you have explained already. Link to your introduction. Do not introduce new theory or concepts here. 400 Reference List Please present your reference list in Harvard style- see Cite them Right for more details- https://www.citethemrightonline.com Not included in word count Appendices Appendix 1- case study or pen portrait used in the assignment (worth of 10000 words) Not included in word count
I need a review of this work, its a Critical Incidence Analysis of a case scenario between a CYP with SEND and an educator/ Teaching Assistant . Please find attached docs for clarification
REFLECTIVE LEARNING LOG This will eventually form the basis of your assessment plan. The more notes you make here, the better informed your assessment is likely to be! You will be asked to complete at least 2 of these UP TO and INCLUDING PART 4 before selecting your chosen incident/case study to really explore at length. You will need to agree this with your tutor by Week 5. These will need to be submitted with your final assessment so please ensure you anonymise them and maintain an ethical stance to your work. You should include a couple of sentences about ethics in your assessment. Student number: 2354842 ED7001 Critical Incident and ideas for analysis. Date of session/activity Date of reflection 2020/2021 Academic Session September 2022. PART 1 Outline a specific incident that has happened in your field work practice /preparation for work(e.g. a conversation with a young person, a member of staff about a CYP (or group of CYP) with SEND, observation of or attendance at a meeting, participation in an activity, an incident you have observed between a young person and another individual who could be a member of staff or a pupil) Be factual! What actually happened? Avoid adding thoughts or a rationale but describe the facts and the context. This may include the setting/room/number of people around/time of day/particular lesson or subject/the weather. If you are exploring a case study then you may want to add details that you think may help to ‘paint your picture’ OR include questions about details you would like to know more about. What happened? When and where did it happen? Who was present? What did you and the other people do? This incidence happened during the Numeracy class lesson, in the second week of the 2020/2021 Term One of school academic session. As the educator in charge of the grade 3 group of learners, it was my duty to arrange the student’s sitting position on the basis of their abilities for each of the subject areas to be covered. On this beautiful day, I had arrived earlier than my pupils in the usual manner to arrange the tables based on student’s abilities, little did I know that my decision was going to cause a major catastrophe during the lesson. Numeracy was the first period on our schedule on this fateful day, so immediately after the general assembly, the children returned to the classroom amidst a loud chatter; I waited for them to settle in to the labelled siting position. I noticed that while others had quickly tucked themselves into their appropriate seat positions, one of my students just stood and gazed at the table where her name was placed. I approached her cheerfully, and encouraged her to take a seat so that we could commence the lesson of the day, she snatched her arms out of mine and started yelling; ‘’NO! No! No!’’. At first I tried to persuade her to see the reasons why she should take a seat, but she wouldn’t listen, instead, she kept screaming ‘’No! No! No!, I’m not sitting there’’ At this point, I felt I needed to be firm, most especially because of other students present, as well as the teaching assistant understudying me, I felt I needed to stay firm in other not to lose my classroom management and control, and so we went back and forth about insisting she sits while she kept repeating ‘’NO!!!’’. Post incident consider the following points. Again, be factual. What was the outcome of the situation? Why were you there? What did you want to happen? I wanted to create an atmosphere of learning where each student’s learning experience is designed based on their academic needs, but I realized that my firm approach and lack of flexibility/ adaptive classroom management/ teaching style resulted to the incidence, which after reflecting on my act questioned my role in the classroom and made me wished I had done it in a better way. PART 2 Reflection of the specific incident (what are your feelings and thoughts about the incident at the time) Be honest. You are not being judged or marked on this. The more honest you are the more insightful and useful the rest of this form will be. What were you feeling during the situation? What were you thinking about others in the situation? What were you feeling before and after the situation? What do you think other people were feeling about the situation? What do you think other people feel about the situation now? What were you thinking during the situation? What do you think about the situation now? Reflecting on the incidence, I appreciated the fact that I had acted in good faith , to ensure that the learning objectives are met, by scaffolding lessons to suit individual students needs and ensuring that they learn according to their abilities. Before the incidence, I was enthusiastic about the lesson; I had mapped out the strategies and prepared the delivery methods to be adopted. My creative classroom management skills thought me to switch from pre-planned activities to the most suitable one that deems fit during the lesson , as such, I withdrew the planned group task because I needed to meet the needs of other students notwithstanding the incidence that had occurred. The student were disoriented for a while during the lesson, it took us a bit of whole class movement activity to restore the maths spirit. Even though eventually, I asked the student to pick her chair and seat in whatever table she deemed fit ( in other to have an head way in class for the day). She obliged, and the lesson went on as planned. (Even though we had the lesson as planned, I struggled with myself for a few reasons; a. we had lost some quality lesson time during our argument. b. I felt guilty for having created a scene in the presence of other students. I felt I could have done it in a better way.) PART 3 Describe the incident from the point of view and perspective from each individual involved. Ie alternative truths about the situation. You may be able to speak to each individual and ask them what happened. If so; ask them to describe without rationale or including any interpretation. If you cannot speak with someone then please consider how it may have looked from their perspective. Again; not why but how might they describe the incident? You may start to link to theory about the areas you discuss. (you will need this for your final chosen incident) PART 4 Reflection of the specific incident (how may the other participants feel and think about the incident at the time it actually happened) At this point aim to reflect yourself on how the other participants may feel about the incident. Consider why and how this may have influenced the development or the progress of the situation? Consider also how previous feelings may influence this. You may start to link to theory about the areas you discuss. . (you will need this for your final chosen incident). PART 5 Remember you only complete this section for the incident you have agreed with your tutor. Further reflections – consider which cycle of reflection you are using and use theory to explain why. Here you have a chance to evaluate what worked and what did not work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other. What would you want to know more about as a new member of staff? You will start to link to theory about the areas you discuss. Helpful questions: What was good and bad about the experience? What went well? What did not go so well? What did you and other people contribute to the situation (positively or negatively)? PART 6 Analysis of the incident Why did the incident happen and what are your thoughts and feelings about the incident when looking back on it?. You will start to link to theory about the areas you discuss. The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. You will include academic literature regarding specifics of the area you are investigating so include it here. You will be thinking here about what you as new member of staff/volunteer may need to understand. Helpful questions: Why did things go well? Why did it not go well? What sense can I make of the situation? What knowledge – my own or others (for example academic literature) can help me understand the situation? What would your responsibility be? What support is available to you to help you learn? PART 7 Generalised analysis and learning – moving away from the specific example, what did this raise about how practice and theory relate to each other more generally. (e.g. did the conversation with a young person raise any issues about information and advice or professional boundaries or did the meeting or activity raise issues about relationships/power balances/policy/staff CPD?.) Using your chosen CIA reflective cycle make notes here about the relationships between theory and practice; how does this support your understanding of the incident? People’s behaviour and choices? You will need to also consider your choice of reflective cycle…….which one did you choose? Why? Tell us a little about another one and the pros and cons but base most of your reflections on the one you chose. PART 8 Conclusions or ‘my current understanding/reasoning’ In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections. Again, you MUST link to the theoretical perspectives here. And start to make notes on differing perspectives Helpful questions: What did I learn from this situation? How could this have been a more positive situation for everyone involved? What skills do I need to develop for me to handle a situation like this better and who would support me with this? What else could have been done? PART 9 Specific professional development and what you learnt (you should refer to your learning contract and the specific learning outcomes that you have set yourself and ask have you met any of these and how). At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful. Helpful questions: If I had to do the same thing again, what would I do differently? How will I develop the required skills I need? How can I make sure that I can act differently next time? Again, you MUST link to the theoretical perspectives here. Link to CIA theory and areas of learning from across the course. Link to the cycle you have chosen. PART 10 Further action this section should outline the further action that you need to take relating to the specific example of practice (e.g. do you need to follow up the conversation or meeting) relating generally to your learning and development (what do you need to do to be more effective in the future) Again, you MUST link to the theoretical perspectives here. You may be thinking about CPD for example and what would make it effective. You may be thinking of a mentor or a coach maybe. What would be the most effective for you and why? Who would you ask and why? Is there a particular person who makes a good critical friend – why? All examples of areas you may want to explore. ‘it can be argued that’ ‘tends to’ and ‘there is evidence to suggest that