Self-reflection
You have completed both steps of the ‘Dealing with criticism’ TLA from the teacher’s or instructor’s perspective. We hope you found it supportive and that you have acquired the tools to plan lessons quickly and efficiently on communication and efficient ways to deal with criticism.
We have therefore designed a final reflection phase to make sure that the TLA’s underlying goal has been achieved.
How do you in your capacity as a teacher define the main benefit of the ‘Dealing with criticism’ TLA?
The teaching resources are designed to be ready to use. No further customisation or adaptation and no special planning and preparation is needed.
Acquisition of the skills of ‘Dealing with criticism’ is based on two standard models of communication. Are you able to name them?
General theories about communication such as the ‘four-ear model’ (Schulz von Thun) or the classical ‘sender-receiver model’ form the basis for practical use.
How does the TLA ensure that I can plan sequences thoroughly and within an appropriate timeframe?
The arrangement of the teaching phases is supported by means of synopses. The material is in line with 45-minute learning sequences, which are typical for most types of schools.
How can pupils and apprentices benefit from the knowledge about possible failures and misinterpretation of communication procedures at work?
Reflecting effective on communication is a key competency for professional working behaviour. It fosters job satisfaction and success as a result of smoother collaboration with customers, colleagues and supervisors.
Are the rules and techniques applicable to other situations?
Yes! ‘Dealing with criticism’ can be easily applied to a number of situations, either personal or at work. Dealing with criticism needs practice and routine. The more individuals use communication skills in different situations, the more flexibly and professionally they are able to act.
Personal and social competencies cannot be developed in the short term and sporadically. Learners need to develop continuous reflection on their actions through suitably modelled learning approaches. What do you think about this?
Against this background, the question arises as to how you intend to plan and implement long-term learning processes.
Which concrete personal and social competencies should be promoted?
Which learning opportunities should be used to achieve this?
Which support systems play a decisive role?
What obstacles have to be overcome?
Create a strategy plan and document it. This plan can provide you with an important basis for planning further lessons.
