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Personal Philosophy Of Adult Education

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My personal adult educational philosophy would be the most important tool for me as an adult educator to use to enforce learning capacities. Having a working philosophy would equip me with the knowledge of how to better prepare the learning tactics. Reflecting on the working philosophy allowed me to understand better how to grasp the attention and interest of all learners on each level in order for the learning to take place. A well prepared lesson will draw the learner’s attention as well as transform learning capacities through effective instruction. Having the content needed for the topic of choice to learn instead of other materials not needed is a plus for better learning outcomes. A personal working philosophy can help with the delivery
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This novel lets us know how to work with difficult people in the business world and help us future politicians, scientists, engineers, etc prepare for the many challenges coming our way. Heinrichs simply communicates how by having great communication skills can help you get a job in the real world. He divides the book into 6 sections (introduction, offense, defense, advanced offense, advanced agreement and appendices) to break down the different tools he uses throughout the book. One of them is ethos, pathos, and logos. Ethos, logos and pathos are one of the most used tool in this book and in everyday life.

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Melissa Waller EDU 261-201 Personal Philosophy "A center provides a loving, safe environment that is welcoming and inclusive in diversity. An environment where children, parents, families and staff feel, respected, supported and comfortable. Where partnerships and friendships can be formed and continue to grow and lines of communication are always open and valued. Where help can be obtained without bias opinions from anyone. Trust and credibility are built, and continuously grow.

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So the The focus of my education will be to utilize theories on adult learning and methods of long-term retention within the context of their preferred communication and learning styles. Much like the University of Minnesota utilizes voice-over PowerPoints and reading assignments to engage multiple senses and provide a framework for learning, I will provide various sources of content and structure according to cognitive and constructionist learning theories (10x10 with University). I will package my content in modules spread over several weeks, like the 10x10 program, in order to give the students time to fully absorb the information and begin to apply it to their work. Leading into the classes I will provide them with a big picture overview and open a discussion on the importance of learning this material in order to increase buy-in and engagement. I believe that by using cognitive and constructionist theories to maximize LTM as well as theories on adult learning and the Shannon-Weaver communication model, I can deliver exceptional informatics education to my

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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.

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I will incorporate Behavioral approach using demonstration. The role of the adult educator may include transmitting information through a lecture, demonstrating new skills,

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Reflecting on my personal and educational goals I believe UNCW, Wilmington will not only allow me to grow as a student or person, but will create new challenges in my life that will lead to fulfilling my goal of becoming a successful woman someday. Growing up in a small town off the Coast of Maine, I have grown up learning to do things on my own and that things in life aren 't handed to you. Since I was able to work I have been; racking blueberries, hauling lobster traps, digging for clams, working in diners, and much more. I have learned to be independent and to not have to rely on others. The one thing in life I have always wanted is to be able make something of myself and to build a successful future and not have to stress or struggle.

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As an adult, I have the opportunity to explore realms far beyond the boundaries of the classroom, without the baggage of standardized testing and busy work. As an adult, I am fortunate to have a multitude of available options; each of which will shape the outcome of my future. I think that this power-- to recognize complexity and make wise decisions-- is what makes an adult, an adult. Adults bask in freedom of speech, freedom of choice, and freedom to pursue happiness, in whatever form best suits each

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INTRODUCTION These units show how I coped with other professional, colleagues and service users. L01 Understand how personal values and principles influence individual contributions to work in health and social settings. 1.1 How personal culture and experience influence own role in supporting the service users and organization. My personal values and culture stops me from have much dealings with others from different culture and belief, especially men and women who have their faces covered.

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In 1928, the first T.V. show The Queen’s Messenger aired. Since then, television has flourished and still continues to grow. Eighty-seven years ago, shows consisted of one genre and only lasted a couple of episodes. Only the classic drama, comedy, romance, action, and adventure genres existed. Today, television shows portray a little bit of every classic genre and some new ones.

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Initially, I have well-created communication aptitudes that have ended up being exceptionally useful over the span of my work in the health and social care environment. Now, it merits specifying the way that communication abilities helped me to set up positive relations with clients and give them health care as well as with advising administration. Additionally, my hypothetical information in health and social care were likewise critical qualities that helped me to perform effectively. My hypothetical information laid the ground for the improvement of viable aptitudes and experience. In addition to this, the improvement of my professional abilities over the span of my work was encouraged by my hypothetical learning in the field of health and social

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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.

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Educational philosophy and teaching styles are two aspects of adult learning that influence the teaching-learning transaction in colleges and universities. The educational philosophy can inform the educator with strategies and methods for implementing adult learning principles. Floyd (2010) described the importance of educators knowing their educational philosophy because self-examination and critical inspection of practices will create a consciousness of some unconscious beliefs that affect teaching practice.(1,2) The literature on educational philosophy explains, “When an adult educator engages in the practice of education, certain beliefs about life in general are applied to the practice” . Therefore, educators hold beliefs about how adults learn, how they should be taught, and what instructional practice should look like.

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Most adults came argue that they may not have been formally taught as a teacher or educator but they have been instructed by their employer to lead a seminar, training, coaching, and teaching of some skills. Mine interpretation of this chapter is that of what programs for adults should look like. The education and training

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The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.

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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.

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