k I have received from my practice assessor, I found that this has been very useful and helped informed the way in which I engage with students now and in the future. The practice assessor encouraged me to look more at theories and preparation for sessions with my students. She was able to identify that I needed to allow my undergraduate learner to take more of an active role and allow her to do ore talking. By undertaking this course in practice education, I have acquired the skills to deliver feedback to the students using the sandwich model. I would start by citing the positives, providing feedback on what could have been done better and what should be employed moving forward (William and Rutter, 2014).

I found the use of supervision incorporating formal and informal ways extremely helpful as someone who was being assessed and also the assessor to my own students placed with me. Caspi and Reed (2002), describe supervision as a method used for overseeing other people’s work, where the use of sanctioned authority can be employed. This made me think about the importance of supervision and how I would best utilise it in preparing the students who were assigned to me. Kadushin(1992), refer to supervision as having three key components which include administration, Support and Education. I was able to reflect and understand that my previous experience of management had given me an advantage at being able encounter supervision. In order for me to provide the most beneficial supervision to the students placed with me, I routinely reflected on my past experiences of supervision (Schon, 1987). In undertaking this practice education course, I think I became more attuned to the challenges that can be faced can be the confidence that some staff can have in leadership and management.

I recall having my first supervision sessions with both students and I remember feeling particularly anxious with my master’s student, This was not due to anything that she had done or any behaviours she had displayed. However, there was a sense of me questioning my ability to be able to provide her with the stimulation she would require and the responsibility that came with me being responsible in part for her learning opportunities. There was a sense of accountability which took me out of my comfort zone (Browne and Bourne, 1996). This was an entirely different situation with my undergraduate student, who I enjoyed looking forward to Supervision with as I always felt that I could offer her more guidance and wasn’t being questioned or where the expectation that I would know everything was present. Knott and Scargg (2013) refer to this as sometimes the assessor having unrealistic expectations that we sometimes place upon ourselves. I reorganised the power imbalances as cited by Browne and Bourne (1996), and also ensured that I was aware of this when undertaking supervision with my students as I was aware of the negative impact that this could have on them and their future learning.

As part of this essay, I have sought to explore the importance of