Final Reflection Jerrel Cummings EXP 105 Ashford University Professor Larimore Final Reflection There was a lot of great information that I learned during this class. There was a great deal of information that I learned in regards to learning Patterns and what it means to learn. This course opened my eyes to aspects of learning that I had previously never given thought to. The process of learning is more complex than just retaining information that is received. The concept of learning is more complex than one would think.
[pic] Collaboration In 2–3 paragraphs, describe how you will find answers to your questions or address your “wonderings” about assessment. Include possible resources, such as other colleagues, professional journals and/or organizations, or professional development. Many of my questions and hesitations regarding the concept of assessments have already been discussed and answered by the required excerpts from Educational psychology: Windows on classrooms that I read this week. I found the excerpts to be informative as well as extremely motivating. While I believe myself to be a dedicated, hard-working, and knowledgeable educator, I do rely on many factors to get me through the school year in regard to questions and concerns I may have.
Assisting carers in developing their own teaching skill is extremely important as the carers knowledge is then taught to the resident. In my organisation there is a constant training programme with numerous courses that all relate to supporting people with learning disabilities. It is obviously important that the carer is taught the mandatory courses such as first aid etc but it is also discussed and organised in group meetings which courses will benefit individual residents, for example if we have 10 residents who are all interested in art, then it is important that a carer/carers are put on a art course to enable residents to be taught/involved in more
1. What are your human services policy related "take-aways," i.e., new information, theories, processes, etc.? This course has been a constant learning experience. From the materials assigned to the discussions between classmates, I have taken away an extensive amount of knowledge that not only be helpful through the rest of my graduate program, but will be a prime tool from my career. The different theories and processes learned will be a major asset to my career as a counselor, juvenile probation officer and a creator of a youth rehabilitation and prevention program.
I always outline the purpose of the session and how it applies to the attendees, but I frequently experience resistance in the form of poor participation. One of the more effective ways I have found to overcome that resistance is to use what Knowles refers to as “role models”. I use the success of other team members as examples to be followed, and ask those individuals to speak whenever possible. This usually prompts lively discussion, and engages the attendees into the training session. In the future, I will also incorporate Knowles’ (1989) strategy of acknowledging that “… I knew some students were there under compulsion and that I wished this weren’t so…” (p.2).
In Fullerton College they offer many programs that can aid students in different ways. Fullerton College is very dedicated to offer help to students varying from Counseling, Music Lab, Writing Center, Math Lab, tutoring, and career and life Planning Center. The most important thing that I believe Fullerton College has to offer would be the Counseling Department, the Career and Life Planning Center, and Student Resources. Each has a different function and purpose that can help students with our choices we make in Fullerton College. Everyone has different ambitions and goals and we don’t have to do it alone, that’s why the faculty here is more than welcome to help the students make the right decisions.
Material evaluation should become a need for ELT practitioners, as not many of us have the chance to choose our own material to teach but on the contrary, most of the time, we are given a set of materials to use in our classrooms. According to Tomlinson (2003) “materials evaluation is a procedure that involves measuring the value (or potential value) of a set of learning materials”. The real challenge though, is trying to find a way to make those materials fit our students’ needs and context. For this assignment, I was required to analyze and evaluate the efficiency of some materials from my course book and select some appropriate material to include as a supplement. I will explain the rationale behind the selection of this supplementary material and then will teach a lesson using it.
Not only did these boys survive but they came up in the world and now serve as an example to young people everywhere. Role models played a very important factor in the lives of these individuals. Ms. Johnson, a third grade teacher, pushed George to strive for more in his life. Ms. Johnson’s biggest contribution, was her ability and desire to expose children to college and higher learning, making what seemed impossible to most of them a not-so-distant goal. The exposure from a young age can have great impact on children’s lives and it certainly worked for the three men today.
During my years in school, I can still remember a teacher who influenced not just me, but a lot of other learners too. This teacher can be described as flamboyant, intelligent, and could steer a class into a direction of learning without us even knowing it. According to the P.A.D diagram clearly shows three states, which a teacher can follow to be a great facilitator. Passion can be described as an emotion, of feeling very strongly about a subject or person. To be passionate about the subject, the subject of teaching is to be knowledgeable in your subject.
Taking moments to reflect on my experiences at both my primary and secondary school, and even my two years in service at the Ministry of Education, I can definitely pin point a few critical incidents that have cultivated my thinking about teaching. Some incidents were positive, some were negative, but all served to shape the type of teacher I am today and will be in the future! Therefore one can deduce that a critical incident can be seen as a “key event…..around which pivotal decisions revolve” (Measor, 1985) Very early in my academic life, I was faced with the very first critical incident that viciously transformed my thinking of teaching. Due to a late registration, I was placed in a “B” class rather than the “A” class when I entered primary school. By the second year in infants, despite all the recommendations made by my teachers, there were no real efforts in getting me moved.