I know that with myself, I go past y old limitations on a regular basis. I am always pushing myself to a point where I am better than I was the day before. I have reached an understanding that my strengths and limitations are completely dependent on my will push to be better. These two subjects are reliant only a particular person’s drive to succeed. For example, my weakness is English in school, but I am getting stronger at it because I push myself through limitations rather than give up when I have reached my limit.
Because these associations are more personally created, their likelihood of success may be greater. For these reasons, it might be wise to eschew ‘mentor’ as an all encompassing term and seek others, which might reflect how teachers help one another to become sophisticated professionals’ (p. 425). There are some major points stated by the researcher in the article. While the mentors started with teaching generic strategies the mentoring interactions were actually more subject focused, which appeared to be a common strand in the report implying that the mentors were perceived as subject specialist, i.e. they were expected to have a sound knowledge and understanding of the subject content.
Therefore, the student was viewed as an adult learner. Honey and Mumford (1989) describes learning styles as activist, reflector, theorist and pragmatist. The author’s student’s preferred learning style was examined by using Honey and Mumford learning style questionnaire for much more effective learning to take place and this showed that the learner is an activist who thrives on the challenge of new experiences and learns by active experimentation (Kolb, 1984). The student was required to adopt a reflective learning style for more successful and efficient
Knowles’ concept for andragogy incorporated four assumptions: maturity, allowing a person to move from dependent to self directing learning, adults accumulating experiences that they use as resources for learning, adults learning relying on their social culture and adults learning that is problem centered opposed to subject centered. From these assumptions, Knowles felt that successful adult learning programs could be established. His premise was that adult learners are “self-directed” and have the desire to take part in their own learning experiences, (Merriam, Carrafella & Baumgartner, 2007). In other words, andragogy focus the learning experience on the adults learning process instead of the content. Since inception, andragogy has taken on a broader meaning than adult learners, but now the term defines alternative to pedagogy and is linked to learner-focused education for all ages, children to adults.
Albert Einstein once said that the significant problems we face cannot be solved at the same level of thinking we were at when we created them. I believe the concept of learning and teaching, similar to the world around us, should not be a rigid entity, rather a fluid one with the ability to transform and adapt to the scenario or context. A more modern paradigm of learning envisions the institution of learning itself as a learner- over time it continually learns how to produce more learning with each graduating class, each entering student (Barr & Tagg, 1995). This study has two intertwined objectives, to illuminate education as a transformative endeavour and to discuss the theoretical and philosophical elements of critical perspectives of curriculum and pedagogy. Furthermore, the application and implications of critical curriculum and pedagogy will be revealed and debated in order to fully deconstruct meaning of the aforementioned intentions.
It is not possible to become an excellent thinker simply because one wills it. Changing one’s habits of thought is a long-range project, happening over years, not weeks or months. The essential traits of a critical thinker require an extended period of development.How, then, can we develop as critical thinkers? How can we help ourselves and our students to practice better thinking in everyday life? First, we must understand that there are stages required for development as a critical thinker: Stage One: The Unreflective Thinker (we are unaware of significant problems in our thinking) Stage Two: The Challenged Thinker (we become aware of problems in our thinking) Stage Three: The Beginning Thinker (we try to improve but without regular practice) Stage Four: The Practicing Thinker (we recognize the necessity of regular practice) Stage Five: The Advanced Thinker (we advance in accordance with our practice) Stage Six: The Master Thinker (skilled & insightful thinking become second nature to us)We develop through these stages if we: | 1) accept the fact that there are serious problems in our thinking (accepting the challenge to our thinking) and 2) begin regular practice.
ASSIGNMENT 501 ASSIGNMENT 501 The principles of Andragogy (How adults learn) The principles of Andragogy (How adults learn) Assignment 501: Andragogy According to Malcom Knowles, an American educator well known for the use of the term Andragogy in association to the adult education. Andragogy is the art & science of adult learning, therefore Andragogy refers to any form of adult learning whereas Pedagogy refers to child learning. Knowles (1970) suggested that there were obvious differences in characteristics between adults and child learners, Knowles stated that adult learners are internally motivated, they have their own needs and are more goal orientated, they also have a vast amount of experience in life and also work which can be valuable in learning, adults are more practical and have the ambition to complete tasks rather than just learning a subject, and adults like to have their contributions valued. Knowles (1978:56) writes that “It is my own observation that those students who have entered a professional school or a job have made a big step toward seeing themselves as essentially self-directing. They have largely resolved their identity-formation issues; they are identified with an adult role”.
Improved performance would result in better results which would increase the level of my personal goals. The above one was just a hypothetical example, but similar relationships do come to play in real life organization settings. In organizations factors like good appraisal, bonuses, promotion, and other similar factors act as the expected rewards of the employees. Employees set their goals and their performance is driven by these rewards. During my internship at NCell Pvt.
In other words, self-esteem serves a motivational function by making it more or less likely that people will take care of themselves and explore their full potential. People with high self-esteem are also people who are motivated to take care of themselves and to persistently strive towards the fulfillment of personal goals and aspirations. People with lower self-esteem don't tend to regard themselves as worthy of happy outcomes or capable of achieving them and so tend to let important things slide and to be less persistent and resilient in terms of overcoming adversity. They may have the same kinds of goals as people with higher self-esteem, but they are generally less motivated to pursue them to their conclusion. Self-esteem is a somewhat abstract concept; it's hard for someone who doesn't already have it to know what it would be like to have it.
These particular differences either become more distinctive themselves as the person grows up, or orientate the person to enhance them in his education (ibid.). This proves that intelligence orientation is not influenced by the environment. It is often argued that hardworking is more important than talent in one’s achievements. While this is true, it is important to recognise that hardworking results from the passion of a person