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nd staff may find similar problems. The pressure to complete assignments, learning new skills, meeting the needs of families and friends may seem to leave little time to ponder one's personal and professional development as one progresses through life or a course. One way of taking time to think throughout experiences and to learn from them is to keep a journal, or notes, on specific happenings. Tthis allows reflection during the writing or at a later time. Many people have been introduced into the reflective process by this mechanism. Holly and McLoughlin (1989.page 281) suggest that keeping a personal/ professional journal is:'both a way to record the journey of teaching and growing, and to experience the processes purposefully and sensitively. It is a method for exploring our inner worlds and histories; of probing the educational and cultural milieus within which we teach; and of inquiring into the meaning of teaching. Professional development provides the context within which assessment and appraisal reside and make sense'. Reflective notes tend to be written at times of critical incidents. Holly and McLoughlin (1989) indicate several benefits of keeping a journal, or notes, on a critical incident. 1. Provides a permanent record, which we can return to from a variety of perspectives. Writing to reflect provides a cyclical process; reflecting as you write and returning at a later date to reflect on what has been written which may provide new ideas for further reflection. Writing necessitates 'time out' for reflection. They argue that time to reflect is not a luxury but a professional necessity. 2. Patterns and the themes of life become apparent over time. We act on our situational perceptions yet our perceptions are dependent on what we see and experience. We tend to function on autopilot and therefore we may not be aware of the patterns and themes in our lives. Writing over time makes seeing these themes and patterns possible. 3. Learning from practice can increase awareness, self-knowledge and confidence. We need not keep repeating our mistakes and defeats. As we write about our professional practice and note patterns and themes in the ways that we influence and are influenced by our circumstances we can learn more about ourselves. We can begin to understand why we do what we do and make unconscious behaviour conscious so that we may change it as appropriate. We can become more aware of our environment and the contexts in which we teach and can begin to anticipate and define events rather than just reacting to them. 4. Writing brings to conscious level much that was tacit. As we write and play with ideas and images other ideas emerge, begin to fuse together and we come to consciously know what we already knew tacitly. 5. Writing provides a comprehensive and ongoing database for professional development. Using words to describe our experiences in practice increases our range of language available to describe our practice to others. Through our writing we may become more comfortable and clear about our ideas and can enter into discussion with others and so enrich our practice. Used in this way the journal mimics the researcher's diary as it accumulates a database for the study of practice. However individual events can be written in a similar way. Learning from Reflection Reflection is central to the process of turning experience into learning. Boyd and Fales (1983) suggest that:'The process of reflectio本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。