Academic Master




Reflection is a thought or consideration on any scenario faced by a person. It is thought process which is converted into words, from any past activity performed by a person. Reflection helps in identifying what the process was and how it was taken forward. It can be referred as a response on the practical activities which were conducted by a person in his/her past. Reflecting upon a certain incident or activity, has its benefits. It helps a person avoid future problems, reduce the potential errors in the activity performed, and helps a person to do it with efficiency for the next time. Most importantly it helps an individual to improve their skills to tackle future problems, and helps in producing better outcomes (Bassot, 2016). This reflection describes the presentation scenario of my group on a topic given by my teacher. It discusses the positive ang negative aspects which I was facing in my presentation, and how I overcame it.

Part 1:

In the start of the presentation, I was given a group of four people and we had to decide the topic on which we had to give a presentation, in front of the whole class. The choice of topic depended upon the skills of my group, that what area everyone has expertise in, and choice of topic which we all agree on (Mitrovic et al., 2017). The topic finally chosen was from a team thinking on which everyone could do research and provide better outcomes. After we had decided the topic, we did in-depth research on the topic which provided all the material we needed for the presentation. It was further developed in to a powerpoint presenation, which was done mostly by three members of the group and the fourth member did nothing this process. Evolving these discussions in to presentable way was strategically tackled by the group, by giving certain tasks to everyone.

Part 2:

After all these processes where taken out, it came a point where I felt a stage fright and felt afraid of presenting infront of the whole class. When I told to my group members, they started to feel anxious about it because it was not right for the group if one member cannot present in a good manner. I was told that you should have told us in the beginning so that we could have changed out group. As Bassot (2016) says that stage fright can lead to negative outcomes and can be different in every individual. So, the problem faced by me was that I didn’t have the power to present the topic and it could have lead to bad grades from the teacher.

Emotionally I was really tensed about what to do next and about the way my group members treated me. I was not having the power to do anything and just thought that I would be left out of the group and cannot find another one, because I will face the same issue in every group. It also had a negative effect of my relationship with the members, because I trusted them and thought of them as a friend. It created a negative feeling between the group. however, I had to overcome the stage fright issue, to be able to cope up with the group (Patston, 2014).

Gradually, I started to follow inspirational activities through the web and started to implement it in my life. Presenting myself in front of the mirror and speaking out loud, gave a sense of moral development in me. With the passage of time, I increased my self confidence and it ultimately decreased my fear of stage presentation. The negative aspect was converted into a positive one, by the help from my family members and the material I used to watch online and then implement it in my life.

Once, I conveyed it to the group they were also less tensed and focused just on the presentation then. On the presentation day, I was standing right beside my members and was waiting for my part of the presentation. When the time came, my legs were shaking but I presented my part logically without the fact of fear. I tried to think no one is sitting in front of me, as Scott (2017) says the fear can be reduced by making another world, where a person thinks he is alone there. The results came out great, as our group was rewarded with good grades and I thought of my self as a good presenter. It was a great experience for me as the grades reflected and the group was also positive about it.

By this presentational situation, a lot of things were learned by the group and me as an individual. It taught me about the things which can be adopted to overcome any critical situation, and how to manage under different circumstances (Taylor, 2017). It also made me learn about the group thinking and things to consider when organizing a group. It is vital for a group/individual to have a learning environment, which teaches a person to improve its congnitive morale, and develop aspects which can lead to greater results.


From this presentation, I learned how to create opportunities to a problem, and how to adopt that for a long run. It also taught me that everything can be achieved if you have a positive mindset (Baker et al., 2017). Having stage fright for a person is not healthy and it should be overcome by every one being affected by it, because it reduces confidence in a person, and results in demotivation. Looking on a broader perspective, it will help me to adopt the confidence in making presentations in front of someone, without the fear of being made fun of (Araujo et al., 2016). I will also tend to acquire the fact that groups need to be flexible, in order to achieve any goal.


Araujo, M.C., Carneiro, P., Cruz-Aguayo, Y. and Schady, N., 2016. Teacher quality and learning outcomes in kindergarten. The Quarterly Journal of Economics131(3), pp.1415-1453.

Baker, J.C., Williams, J.K., Witvliet, C.V. and Hill, P.C., 2017. Positive reappraisals after an offense: Event-related potentials and emotional effects of benefit-finding and compassion. The Journal of Positive Psychology12(4), pp.373-384.

Bassot, B., 2016. The reflective journal. Palgrave Macmillan.

Cottrell, S., 2008. Palgrave study skills: The study skills handbook.

Mitrovic, A., Gostomski, P., Herritsch, A. and Dimitrova, V., 2017. Improving presentation skills of first-year engineering students using active video watching. In 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017) (p. 809). Australasian Association for Engineering Education.

Patston, T., 2014. Teaching stage fright?–Implications for music educators. British Journal of Music Education31(1), pp.85-98.

Scott, S., 2017. Transitions and transcendence of the self: stage fright and the paradox of shy performativity. Sociology51(4), pp.715-731.

Taylor, E.W., 2017. Transformative learning theory. In Transformative Learning Meets Bildung (pp. 17-29). SensePublishers, Rotterdam.




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