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In the process I will expect my students to take control of the learning process by elevating them to the level of the teacher during the learning process. Learners will have personal autonomy. They will also be empowered. Their participation in class will be voluntary. Methods that I will integrate in my training process will include critical discussion and reflection, problem posing, analysis of media out-put, and the use of social action (Spurgeon & Moore, 1994).
A draft of a brief code to be included in the syllabus to communicate a trainer's commitment to his students and trainer's expectation for the trainees will look like this: This can be attributed to the fact that my students in the process learn realistic and relevant methods that they can apply in real life situations. Because during the process of learning I make my students believe that they are my equal, they freely express their challenges and concerns in their everyday lives. This promotes interaction and participation. In fact, I at times come up with thought provoking exercises that really make them think hard. The trainee's voluntary participation makes them become engrossed with whatever they are learning.
Time
Activity
Methodology
Learning points
Materials required
9.30
(30 min)
Welcome and Introduction
Trainer will welcome learners and use his own techniques and methodology to communicate to students whatever should be learnt. He can make good use of critical discussion and reflections, problem-posing, and analysis of media out-put.
Reference
Spurgeon, L.P. & Moore, G.E. (1994). The Educational Philosophies and Development
Professors, Leaders, and Practitioners. Retrieved from http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-1997/PDF/3-Spurgeon.pdf
Reference
Spurgeon, L.P. & Moore, G.E. (1994). The Educational Philosophies and Development
Professors, Leaders, and Practitioners. Retrieved from http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-1997/PDF/3-Spurgeon.pdf
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