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.
Childhood Education Unit 9 Project During the course of this term I have learned so many things that will benefit me and others that are around me in my day to day routine. I have explored new skill sets and heard different viewpoints. I have also noted many rules and regulations that I feel are highly necessary to have on hand in the classroom. When you look at a class you are not only seeing the children of today but you are seeing the eyes to our future and the teacher that is ahead of the class has all the pressure upon her/his shoulders. Learning does not pick up once your child is in all day school but yet the moment they arrive to the world.
Karen E. Autrey Grand Canyon University: EDU 313 October 20, 2012 There are many different learning perspectives’ that as an educator can face. However, three major ones are most common in the everyday classroom. They are determinism, empiricism, also parsimony. They all have a wide rang of learning abilities and difficulties that are associated with the learning environment. The teacher in the classroom has to look at each of the learning perspectives and the students in the class so that they can apply each lesson to the different learning perspectives that they students are associated with.
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).
The bulk of the lesson time is usually spent in practical work of some sort. I try to vary this as much as I can within the constraints of the course content and the environment. I have tried a few times to get the students to work together as a single team, but each time I encountered an unexpected amount of resistance. What does seem to work is the use of “props”; asking the students to identify and describe uses for a collection of microphones proved much more engaging when the mics were on a table to hold and study while deciding. 1.2 Explain How Approaches to Learning and Teaching in Own Specialism
I don’t know what kind of experiences my group members had with me and the group during the entire year but I had all sorts of experiences with them and I learned a lot from them and group work. In the end, I will say that I am happy with the time I had with my group and the compromises we had to go through. It was a learning experience for me since I had not worked with a group before for a
The lifelong learning sector is quite diverse covering further education, higher education, “colleges and work based learning to prisons and the voluntary and community sector.” (Lifelong Learning UK: 1). The role of the teacher in this sector is complex and varied, able to “benefit people emotionally, intellectually, socially and economically” (Lifelong Learning UK: 3). This complex role involves both responsibilities and limits. According to Gravels teachers' main role is to: “teach your subject in a way that actively involves and engages your student during every session” (Gravels, 2013: 9). Teachers have responsibilities across all points of the teaching and learning cycle.
This is my first year in the ESL class of Essex County College. I have learned many things in my ESL 103/104 class. But there are things I`ve done well and wrong. Also I would like to evaluate this year in terms of how I improved my English skills (speaking, writing, reading and listening). Most of the things I've done well in this class.
It was something idolized by many, and the fact that I was invited to it brought up a sense of joy and gratitude. This organization will not only reflect the work I have put in to achieve academic excellence, but will cause me to push harder and challenge myself to become even better than what I already am. According to http://academic.cuesta.edu, the qualities of a successful student are 1) Successful students attend classes regularly. They are on time. They listen and train themselves to pay attention, 2) Successful students take advantage of extra credit opportunities when offered, 3) Successful students are attentive in class, 4) Successful students see their instructors before or after class or during office hours about grades, comments on their papers, and upcoming tests, and 5) Successful students turn in assignments
Many authors (Kolb, 1984; Evans, 1991; Ferraro, 2000) have provided their varying opinions about the meaning of the term. According to Ferraro (2000) this process is most successful when comparing personal experiences to theory or practice by successful practitioners. Reflective practice is widely acknowledged as an essential component in the professional development of student teachers (Bartlett and Leask, 2005). However, discussions and debates highlight arguments between claims made about the benefits of reflective practice in the professional development of student teachers and the lack of systematic research to substantiate those claims, given the absence of an agreed definition of reflection, Rodgers (2002: 842) cautions: “It is unclear how systematic reflection is different from other types of thought; it is difficult to assess a skill that is vaguely defined; without a clear picture of what reflection looks like, it has lost its ability to be seen and therefore has begun to lose its value”. Due to the confusion regarding the definition of the process I feel it is appropriate and necessary for the structure of this assignment for me to give my personal