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2.1 Explain The Difference Between Working With Adult Education

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I work in a primary school as a teaching assistant and a few months ago planned to become a primary school teacher. My plans have changed after the Brexit vote - as an EU citizen I might be not allowed to stay and work in the UK in the future. For this reason, I no longer see any point in paying over 9000 GBP for the Primary Teacher qualification which is valid in the UK only. Nevertheless, I love teaching and decided to find a qualification valid all over the world.

With the CELTA qualification, I can work both, in the UK and in any other country. I am aware that there is a big difference between working with adults and working with children and this is a real challenge for me. I love challenges and feel very excited about this. Working with adults will give me a possibility to develop a valuable relationship with my students. I will be also able to give them an access to an incredible tool - a new language. I will also have an opportunity to learn from them - as each human being is a different story that influences their environment and the people they meet. …show more content…

As a qualified CELTA teacher I would initially like to start working in one of numerous Croydon colleges, and in the further future possibly teach English as a Foreign Language in another European

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The decision to enter a profession that has the potential to affect hundreds of lives of children each year should not be taken lightly. One must make sure they are ready for the challenges and responsibilities as well as the joys of humour entering the profession” (Hembree, 2013). Some actions that might ensure that we don’t lose sight of the commitments that we once made as new educators entering the profession would be to maintain an emotional commitment and have a lot of patience. “Great teachers’ emotionally commit to their subject matter and students daily. Teaching can feel incredibly rewarding when things go well

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I had a vision to enhance myself academically, professionally and personally in an English-speaking environment. I completed a Business degree in Brisbane, Australia and after successful practical and theoretical results; I have developed abilities such as lateral and critical thinking; change and relationship management. I have been fascinated by cultures for years and been traveling a lot. I love meeting new people, actively listening to their stories and that could be a reason why I have friendships from all corners around the world. I am an active community volunteer and have been representing and involved with the following three organisations: 1.

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Alas, without a college education or the ability to travel internationally, my chance at fulfilling one of my dreams of becoming a Spanish teacher abroad

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My intention is to continue building my experience in a teaching role in order to move into a career in this field. More specifically, I am aiming towards teaching English as a second language. I hope to be able to make a career in teaching English and sharing my experiences to help others. I have taken steps to gain work experience in this area by volunteering with Action Language in Newcastle. My role there as a volunteer teaching assistant has proved to me that this is a career I want to progress in.

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As a student teacher currently placed within the ACE Academy trust, I would like to apply for the position of class teacher within Key Stage 1. I am a passionate and driven individual who strives to inspire children with a love for learning that they will maintain throughout their lives. At all times I aim to provide exciting, imaginative and engaging learning opportunities; effectively differentiated to enable children to succeed. With excellent reports from both placement schools, I will complete my PGCE this year and intend to continue to develop my pedagogy in an innovative, exciting and imaginative manner. I have a long and abiding love for learning and throughout my forthcoming career as a teacher I hope to inspire children with a

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I am more than willing and able to teach in areas outside of HaSS and take on a variety of roles within your school. My own educational background places me in a unique position to do so. I started my journey to become in a teacher in 2012 when I enrolled in a Graduate Diploma of Education (Primary) at Edith Cowan University. During my final practicum placement in a Year 3 class I realised that I was more suited to teaching middle school and secondary students, so I decided to enrol in the Master of Education (Secondary) program at UWA. However I completed all of the core curriculum units in the Gradate Diploma including Art, Music, P.E., Health, Mathematics, Science, English as well as HaSS, for year 1-7. Throughout both my Graduate Diploma and my Masters of Education degrees I have developed strong knowledge of the curriculum and pedagogical requirements across a range of learning areas and would enjoy the challenge of adapting this pedagogical knowledge to a years 8 – 10

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My experience in teaching, childcare and customer service, combined with my courses in English and education have convinced me that being an English teacher is a career option that will suit me well. In my experience as a tutor, as well as my position at Cassie Campbell, Chris Gibson and Anime North, I am recognized for my ability to lead and guide the people around me to success, for my creativity and quick thinking, as well as for my customer service skills. I am sure that I can put these skills to use as an “Early Childhood Assistant” and further develop them, as I learn from the people around me and the people above me.

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Now, you can find the area or school in which you would like to work and that would have openings in a position you would like to teach

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In order to study in this career field one needs a high school diploma, it would be highly recommended that life science be one of your 7 subjects. To teach you must complete a bachelor’s degree in college/university. If you teach at school level like that educator I shadowed you typically major in education and minor in a specific subject( life science). The qualifications don’t stop here teachers can advance in this field and get an Honours, Masters and a

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' (CWDC) this announcement conveys such a great amount of obligation regarding working in ahead of early years. According to Cushner (2013), the part of an individual is that of a level 2 instructing right hand. The set of working responsibilities lays out principal accountabilities for which the person in charge of, in spite of the fact that it doesn 't genuinely think about what he can do in everyday premise. The individual part in early years setting is so assorted, arranging, shielding, learning, building certainty, thus, it has a great deal that must be used each day. Like Owen and Haynes (2008) state, 'it is difficult to instruct without minding, nor care without advancing children learning.

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It is hard work and time-consuming, and unfortunately, not well-paid everywhere, but I want to do something about it and improve everyday as a person and a teacher. Therefore, I know that if I manage to study and research, finding better methods, I will be able to make the

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This study is essentially an exploratory research that intends to explore teacher recruitment procedures in practice and measure its effectiveness on student learning outcome. This study uses the mixed-methods for collecting and analyzing the data. The nature of the study entails using both quantitative and qualitative methods (mixed methods); as the study determines, measures and examines teacher effectiveness inside classroom as a result of current recruitment procedures and practices. There are a few advantages in using the mixed-methods in this research. A few includes, as Creswell & Clark (2011, pp.

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Teacher Evaluation Research Paper Introduction The teaching profession and the attitudes towards teaching have dramatically changed over the course of our educational history. Once deemed to simply be a servant of the community, the teaching profession continues to evolve as more people recognize the importance and demanding nature it is to be a teacher.

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This short easy will discuss learning approaches with a bias towards what I think is a more relevant approach to adult learning from my perspective and experience working in the education sector and social development. Adult learning can be defined as a process “of making changes (some intended, some not intended) in knowledge, skills, understanding, attitudes and value systems, and in behaviour” for adults (Rogers, 1992). In this course, Adult Learning for Development, two general approaches or models of learning have been presented these are: “educare”, labelled “model a,” and “edecere” labelled “model b”. I am of the view that model a, educare is a more appropriate and effective approach for adult learning.

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This characteristic provides the opportunity for children to develop and customise their own pathway, choosing to work individually or with others. This embodies the culture of student-directed learning, where each child experience of learning is driven primarily by them. Secondly, is community-based. Building learning environments where co-planning and co-teaching is adhered, builds on this principle of community. Inviting parents to join in and support their child’s learning, offers this strong connection….

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