Hereby, characteristics such as experience, self-concept and readiness have an influence in determining learning and are some of the reasons that explain the difference in depth and volume between child and adult learning. The learning styles of the students play a significant role in developing instructional strategies and designing class activities to maximize the learning experiences of students (Carpenter-Aeby & Aeby, 2013). At the same time, the applications acknowledge what Murray (2014) claims in saying that andragogy is far from an inherent and essential construct that is contained within an individual. Rather, it emerges as a function of instructor-student relationship. However, according to Harper & Ross (2011), there are weaknesses
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
The teacher is at the centre directing a lesson, breaking down tasks into small steps and giving students clear expectations. Reinforcers are used constantly to encourage students to continue on the task at hand and keep the lesson moving forward (O’Donnell et al, 2012, p. 227). The desired response is achieved when the task is satisfactorily completed. To assess whether learning has occurred the teacher may conduct quizzes or other assessment tasks. Humanists on the other hand consider internal changes that cannot always be seen.
Kolb points out that this cycle recurs continuously. He suggests that each learner has a tendency towards a particular part of the cycle and that this is exhibited as a preference for specific types of learning activity that appeal to the individuals learning strengths (Learning to learn). Kolb introduced four learning styles, namely: Converger, Diverger, Assimilator and Accommodator. He believes that everyone has a preferred learning style but it does not mean that they cannot operate effectively in other styles. As per his theory every person has a different learning style that suits their preferences and how they learn best.
There are many types of effective intervention strategies that are put into place to help manage students that are diagnosed with EBD. Regardless of the intervention used in school, to help regulate the child’s behavior, the purpose of intervention is to allow the student to manage their own behavior no matter where they are. Because of that reason, the self-management strategy is an effective technique of providing support to EBD children. Advocates of Cognitive Behavioral Intervention attest to the mutual relationship with behaviors and thoughts as a primary principle of their method. Engage CBIs children in self-management, which involve; self-control, self-instruction, self-evaluating, self-monitoring, and self-reinforcement.
In particular how they keep the classroom under control but also make it a fun place to learn. I will also look closely at the learner, this being the child. They need to be mentally stimulated, otherwise concentration is lost. I want to look closely at how this level of concentration can be obtained and at what levels and at what time span does their mind begin to wander. I will also look at behavioural patterns within classrooms, from this I will see how behaviour can be kept under control to make the classroom effective.
1. Abstract: A student’s learning style is an important tool to strengthen an individual’s interpersonal communication skill. Upon self reflection, my most effective learning style is practical application of utilizing the tools required to accomplish a new skill. Combining it with an audience is paramount to improving the boundaries of my communication potential. To be able to adapt to change depends on your interpersonal communication skills, among these are self concept (self awareness) development, perception, active listening and non verbal communication.
• It stresses the importance of using the classroom to help the students overcome negative attitudes. • It forms positive skills. • It educates students in emotional and personal development as well as intellectual areas of study. • Too much focusing on attitudes can take away time from the content or academics. Morrish's "Real Discipline" • It shows and demonstrates a clear understanding of human nature and how students will react.
Knowing the nurse’s preferred learning style increases self-awareness of their strengths and weaknesses as learners. Understanding their strength and weakness can motivate them to enhance their learning skills and quite possibly their willingness to incorporate other learning styles. The way nurses choose to “take in and learn from specific kinds of learning material and activities” depends on their learning style (Graf and Kinshuk, 2010). As a visual learner, the nurse prefers to learn things best through seeing written material or making pictures of concepts. They learn better by having things written down in a handout versus someone telling them how to do it.
Paradigm shifting from traditional to modern is often described as a spotlight shifting from the teacher to the learner. Now the learner becomes the main character in a story, a movie, a stage play—called educative process. The focus of the teacher then swings from the learning content to the learners themselves—what they learn, how they learn, what their learning conditions are, if the current learning prepare them for future learning, and whether they retain and apply their learning. Their needs and interests are met and their abilities and individual differences are considered. This is learner-centered approach.