y 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 planning for lessons with students, understanding the theories that inform the teaching with students and also identify the differing learning styles of social work practitioners and how this could be used when assessing and supervising students. I am of the view that by having two varied students and by me also being a student, it has allowed me to look at differences within individuals, how they can learn, what support may be needed as well as understand that assessing is an ongoing process which must continue to be developed. I look forward to being in. Position where I can have exposure to and experience of working with a variety of students to help inform their practice of social work by employing some of the theories, techniques and reflection I have captured within this essay.

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