Rather, reflection means thinking, examining, comparing, examining the situation and looking at it from different points of view. The intention of a reflection is to consciously deal with a situation in order to better understand and learn from it. Reflections can be found in different areas.
For example, reflections are written during an apprenticeship or after an internship, but also in school lessons or after seminars and trainings, experiences and experiences are reflected in written form. In addition, there may be reflections in the professional field, such as after a meeting.
Many find it difficult to write a reflection, especially during the first attempts. When a pupil or apprentice is asked to write a reflection on, for example, an internship or even a book, there is often uncertainty as to which content is actually part of a reflection.
In addition, the student or trainee must first learn that a reflection is neither a report nor how a diary entry can be written. A reflection is not about describing a process, it is about dealing with the content, the acquired knowledge, the decisions taken, the goals and expectations, and critically assessing the situation in a comparative and comparative way.
Instructions and tips to write a reflection
This sounds terribly complicated, but a reflection tutorial and a few tips make the whole thing a lot easier. A guideline for writing reflections is understood as a kind of pattern or basic scheme, how a reflection can be built up and which contents should be addressed.
Of course, this basic scheme must then be adapted to the particular situation, but in general, a reflection can be divided into three major sections:
The first section is about the description of the situation and the basic information in the sense of a summary. This means that the author can specify the place and the time, list which topics and contents are involved, describe the process and describe which activities were carried out in which form.
The second part deals with dealing with the situation. In doing so, the author can answer what he has learned, how he has felt in the situation, why he has made which decisions, which of his expectations have been fulfilled, and which or which goals he has failed to achieve.
In addition, he can list here why he has not achieved certain goals, how his own behavior has affected his feelings and what influences his behavior has on others. The second part is therefore a review that the author can also use to show how he himself assesses the situation in retrospect, which questions continue to occupy him and which points he now understands better in the course of the renewed debate.
The third section contains the own evaluation, suggestions and criticism, but is more oriented towards the future. This means that here the author can show what he liked and did not like, what was easy for him and where he had difficulties and what he would do the same again next time. At the same time, however, the author can also name what he would do differently and how far he can use the knowledge gained in the future.
The guidance for the stylistic structure provides that a reflection is usually designed not as continuous text, but in articulated form with corresponding sub-headings.
Since it concerns the personal and individual confrontation with a situation, a reflection is usually also written in first-person form, the time form results from the respective context.