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Critical analysis of learning styles
Critical analysis of learning styles
Critical analysis of learning styles
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The Mentor Leader Written by Tony Dungy and Nathan Whitaker, this book discusses the concept of mentor leadership, which focuses on building and shaping the lives of the people in front of you. It provides a Christian perspective on leadership and also incorporates stories from the authors’ experiences. Tony Dungy was an NFL player for 3 years before becoming the head coach of the Tampa Bay Buccaneers in 1996 and later the Indianapolis Colts in 2002. Throughout this time, he gathered leadership skills from his own mentors and from his experiences to write this book. Nathan Whitaker, a Harvard Law School graduate, was involved in football administration for the Tampa Bay Buccaneers and the Jacksonville Jaguars for many years.
On the other hand, Mentoring Midcareer Colleagues written by Jean Ferguson Carr reflects the importance of having a mentor who helps other colleagues to understand the structure of the institution, to consult a new syllabi and new projects, to explore new teaching methods among others. There is a comparison among graduate students, newly and midcareer faculty members who may feel that they cannot have a balance between their personal life and work. Mentoring is a reciprocal act in which colleagues of all ages and ranks should take care of each other’s wellbeing. There should be a careful attention towards the other person so the relationship can be sustainable and productive (Carr 2020). The idea of postmodernist thinkers is connected because a consensus of truth will vary according to different groups; that is why, mentoring is
My teaching philosophy continues to evolve depending upon the audience. For example, as a law enforcement professional trainer, training recruits in new techniques, concepts, physical skills, it was important for the recruit learner to memorize the techniques, learn appropriate terms, develop understanding of daily operational equipment of law enforcement and to understand how to apply rules, statutes, and ordinances in applicable circumstances. Consequently, this involves behaviorism influence of reinforcement, memorization, and repetition to ensure techniques are completed correctly (Manery, 2014). As an instructor of distance learners, I strive to engage learners, aid in branching out of comfort zones and to look at issues from all angles
The principles of relationship building with Children, Young people and Adults need to be nurtured in order to maintain the relationship that has already formed. All parties need to feel secure and comfortable around one another in order to build further trust and open up and talk effectively about any subjects and issues. Teaching assistants need to act as good role models to the children, young people and adults. Teaching assistants need to be polite, considerate, empathic and good at identifying and sorting out problems as they are also regarded as a representative of the school. The children and young people need to be encouraged and praised with their academic life and showed by staff that they are accepted for what they are and receive
The skills needed to communicate with children and young people are listening, positive body language (nodding and sitting forward), eye contact, engaging fully in the conversation in a professional manner and offering feedback and able to talk and respond to children, young people or adults at their level of understanding which is appropriate to their age. It is highly important that you are sure that the person you are talking to understands what you are talking about and have asked them so that they can digest information and join in the conversation without feeling lost and that they are unable to follow you whilst you talk to them. For example sometimes you may need to speak clearly and concisely, using simple words for younger children
During the first stage the researcher via the focus group interviews with mentors elaborates the list of the most efficient techniques during their mentoring experiences. When the items are ready, the researcher will divide them according to expected five categories, where four of them will represent basic types of pedagogic knowledge, revealed by Shulman (1986). These categories of knowledge comprise pedagogical knowledge (classroom management, instructional support etc.), content knowledge (knowledge of a discipline per se), pedagogical content knowledge (the adjustment of a factual knowledge to the teaching context, i.e. adjusting the program in accordance with the learning outputs), and curricular knowledge (knowledge which helps the teacher to pigeonhole the teaching program into the apt topics according to the particular level) (Shulman, 1986; 1987). The fifth expected category will include the techniques that mentors use in order to establish emotional rapport with their mentees, so as they feel the belonging to a teaching
Learning Autobiography (LAB #2): Four Liberal Arts Breadth Areas A liberal arts education encompasses much more than just the requirements necessary for the degree program chosen. It seeks to teach students how learn in a distinct way. It creates a desire to increase knowledge of the world and how to improve communications in society. It provides the skills to use multiple intelligences, as described by Howard Gardner (1983), to engage people and foster connections.
As it was important for us to had a mentor when we started in the nursing career, is equally important to reciprocate and server as role model to new and nursing students. New nurse may have the knowledge and some skills but they are laking in some other areas. when I was a new nurse one of the hardest thing to adapt was time management. This is because time management is not taught in nursing schools and a mentor could help with such task Cleary & Horsfall,
Hello, Shaniqua; overall great post. First, I agree with your point that it is a mentor’s job to be nonjudgmental. Many kids are accustomed to people criticizing and judging them based on the mistakes that they have made in their life. Mentors primary job is to motivate adolescents and tell them when they are right and wrong. Furthermore, mentors personal experiences can encourage an adolescent.
Do you know what life mentoring is and what it entails? Relax; it is okay if you do not. Many people do not have much experience, if any at all, with a lifestyle coach. It is a relatively new field but the principles behind mentoring have long been used in the workplace. You simply take someone with more knowledge and experience and pair him or her up with someone who does not have as much experience, with the hope that the individual learns some new life or business skills.
A mentor in nursing is defined as someone who can facilitate learning, supervise and asses nursing students in a practice setting. This in turn produces efficient and effective students who become competent and will have mastered the craft and art of caring. Mentorship is significant to students as it helps students develop their professional identities, attributes and competence and also enables students to learn through the creation of the supportive working and learning environment as an individual (Clutterbuck 2004). Decisions taken by mentors in assessing students have significant impacts on securing the nursing workforce in the future. This is because they help safeguard the ongoing excellence in the delivery of personalized patient care while making a major contribution to the development of the nursing profession.
They have a drive to succeed and appear motivated and eager to learn. Understanding how adult learners function is imperative for the instructor to understand so that learning activities can be molded to fit their learning styles. Providing education that blends well with their unique learning needs can help students succeed. Rico, Beal, and Davies (2010) discuss different learning styles and suggest that “accelerated students want faculty to deliver knowledge using many different methodologies”. Professor Robertson demonstrated using different teaching techniques for her students as well.
Mentor Mentor is an experienced person in a company or educational institution who trains and counsels new employees or students(Oxford English Dictionary).Mentor help to promote personal and professional growth in an individual by sharing the knowledge and insights that they learned through the years. A mentor often has two primary functions,the career-related function which enhance the mentee’s professional performance and development as a coach and the psychosocial function which establishes the mentor as a role model and support system for the mentee. Mentor also has responsibility to serve as the role model,cheerleader or advocate. As kaye observes,mentors support mentees in the risk taking is crucial to their growth. Because their position could directly effect on individuals growth,mentor require some specific skills such as empathizing and ability to ask question.
CHAPTER ONE INTRODUCTION Background to the study Learning is a change in behavior over time that is brought about by experience during training in educational encounter (Akubuiro and Joshua, 2003). Training as part of education, is the acquisition of knowledge, skills and competence as a result of the teaching of practical skills and knowledge that relate to specific useful competences (Angel, 2007). Training helps the learner to acquire certain useful skills and develop critical mind for the learner’s self-development.
The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.
