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I hope to see my students gain confidence over intellectual challenges, and in so doing, form strength inside of themselves that will make them resilient over the challenges they will face professionally in the future. Ultimately I see my role as enabler of positive change in their lives, equipping them to be able to grow intellectually over their lives, but also to compete confidently both from an intellectual and professional standpoint as well. Measuring results as an educator has more to do with what your students accomplish over the long-term, and less to do with just their grade point averages or immediate academic gains. It is my contention that growth and progression, and the attainment of increasingly higher levels of intellectual curiosity on the part of students are even more important than immediate academic achievement. As an educator I would first focus on assisting my students to begin this journey of intellectual growth and curiosity, and for those already on that journey, to assist them and nurture them in finding out what areas of interest they had a natural set of talents in. Ultimately...
Equipping students to excel for the long-term, and seeking out avenues of growth for them so they can excel academically and intellectually is critical if they are to compete in a globalized economy.
My responsibility as an educator is to accomplish all these areas of growth for every student. I want to pursue and attain a graduate degree in education so I can assist my students in discovering what their innate strengths are, and what they also have an intellectual curiosity and passion for. Helping them find this intersection in their lives equips them to excel and stay true to their own critical reasoning. Measuring success as an educator by where students take their lives is the most rewarding and truest measure of educational effort and service.
How are these expectations communicated to your students? I communicate my expectations to my students in written and verbal form when possible. At the beginning of each lesson, I hand out the overview of the lesson, which outlines the key deliverables and points of assessment. This helps students understand exactly what I will be looking for, and provides them with a focus for their learning experience. I also send students periodic
Education and Learning There have been a plethora of developments in regards to modern educational systems. Yet at the same time there have many of the same problems that plagued classrooms at the beginning of the last century are still present today. This suggests that there are trends inherent in the world of education that are timeless in nature. However, at the same time the quality of education is increasing rapidly
It is important to recognize the many different areas within adult education, and what type of students these areas attract. Ultimately, for the adult education department to be successful, it must attract a wide variety of students, and keep at least some of those students coming back to continue their education in order to be successful. Adult education serves a vital role in the upper education system, and it
The rules of this paradigm are that government usually perform formal inquiries because they hope to establish trends for funding or new educational models, while social research does not have to follow these rules, instead, they study social problems and divides that affect adult and distance learners, and seek to solve those problems through social change and reorganization. Finally, the paradigm that exists between the institution and the adult learner
Education Educating Rita Exemplifying Adult Learning Learning is said to be lifelong. This is why it is no wonder that we see adults learning all around, at work, in school, even in social settings. Adult learning, however, if in a university setting, follows certain processes that behaviorists describe in several stages, with regards to motivations. According to "Principles of Adult Learning," these include: Adults are autonomous and self-directed. Adults have accumulated a foundation of life
Education Comes, Not From Books, But From Personal Experience Education Comes Not From Books, but From Personal Experience Knowledge is the ultimate goal of any education, and there are many approaches to learning, from relying on books and traditional teaching to relying on life experiences. Many of the world's most successful entrepreneurs and small business owners insist that personal and life experiences or what they call "the school of hard knocks" was