Active content not displayed. This content requires JavaScript to be enabled.
Dye, V. (2011) ‘Reflection, Reflection, Reflection. I’m thinking all the time, why do I need a theory or model of reflection?’, in McGregor, D. and Cartwright, L. (ed.) Developing Reflective Practice: A guide for beginning teachers. Maidenhead: McGraw-Hill Education (pp. 217-234).
Active content not displayed. This content requires JavaScript to be enabled.
Caption
Show description|Hide description
The interactive figure shows five circles that each contain a guideline. Guideline 1 – Consider both situations and traits in motivating people. Guideline 2 – Understand people’s multiple motives for involvement. Guideline 3 – Change the environment to enhance motivation. Guideline 4 – Influence motivation. Guideline 5 – Use behaviour modification to change participants’ undesirable motives. When you click on each of these more details appear on each guideline.
Active content not displayed. This content requires JavaScript to be enabled.
Caption
Show description|Hide description
Figure 6.1 is a rectangular box containing text within it. The text changes when each of four colour-coded tabs at the top of the rectangle are clicked. Thus the first tab heading is ‘Situation’, below which is the following text: Start positively, explain the situation and your purpose for the email – some prompts that may help are: Who is involved? What are you trying to achieve through the message? The second tab heading is ‘Target’, below which is the following text: This identifies the desired endpoint or possibilities. Prompts that may help are: How will this endpoint make an impact? Who supports this goal? The third heading is ‘Proposal’, below which is the following text: A description of what is needed to get to the endpoint. This may include: Actions, paths, roles, a plan / strategy. The fourth and final heading is ‘Courtesy’, below which is this text: Includes thanking or praising the recipient, showing solidarity and, if appropriate, apologising.