Reflective writing †personal view Essay

There are many study theories, each of them emphasizing confused aspects of the teaching and training process. I support the claim that magnanimous instruction should be looked at as a distinct style of encyclopedism and is unique to that of nestling and adolescence encyclopedism. bigs bring their life experiences into the classroom. They bring past intimacy as well as past biases and beliefs. Adult students want to be ac sack outledged as adults. They accept to be actively mired in determining how and what they will learn, and they need active rather than passive learning experiences. Many adults are stressed from their daily lives responsibilities when they arrive for class and need a style of teaching that is creative, alive and humorous to hold their attention.Adult educators must produce learning environments in which all scholars can experience they are accomplishing something or benefiting some how. The types of benefits and interpretation of accomplishment can vary depending on a persons socio-economic background, culture, and situation in life, season or a variety of other variables.Whether or not a learning experience is successful will depend on the adult educators ability to understand the differences in people. Equally classical is the personal experiences the educator has with a variety of participants and their characteristics. No one conjecture will fit both learning situation. There is an exception to every rule. There are, however, two theories that I feel closely supports my line of reasoning. depression is Knowles theory of andragogy.Andragogy makes the following assumptions about the design of learning (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value (Knowles, 1984). Knowles endeavored to pay back a theory that was specific to adult learning. Knowles emphasizes t hat adults are self-directed and demand to take responsibility for decisions. Staff development programs must embrace this demand viewpoint (Knowles, 1984).Therefore, in following the theory of andragogy a successful faculty development program would focus on the way the information was organism taught and less on the informations content. The program would concentrate on creativity, hands-on coursework, role-playing and individualized needs (Knowles, 1984).Second is Characteristics of Adult Learners (CAL) by P. wrap upAs found in this weeks reading material the CAL model joins unitedly other adult learning theories such as andragogy, experimental learning and lifespan psychology. CAL consists of two classes of variables personal characteristics and situational characteristics. Personal characteristics include aging, life phases, and developmental stages. The three dimensions take on different roles depending on the point a person is in their life. Situational characteristics c onsist of the mass encompassing the students learning experience. These circumstances could be whether or not the person is going to school regular or part-time, and perhaps the arrangement of their schedule.Despite their situation an adult learner will augment their effort when motivated by a need, a benefit, or a liking to learn. The experiences in which the learner will inscribe must be significant and meaningful to him or her in frame to build incentive.Adult learners learn at different rates and in various ways. Their abilities can vary depending on their genteelnessal level, intellectual ability, personality and learning styles.In concluding I want to reiterate that I maintain adult learning should be looked at as a distinct style of learning. It is unique and should be studied separate to that of child and adolescence learning. Children learners are as a blank slate. Adult learners are go into the classroom with a mountain of issues surrounding their need or desire to learn. These situations must be addressed if we are to achieve success in holding theinterest of the adult learner. Adult learners need to be involved in active learning. The reason the adult learner has entered the classroom as well as needs to be addressed. The typical adult learner seeks out an education for a reason. The reason can be self-improvement, job enhancement, or request for more income. It may be self-fulfillment, maintaining culture status, society status or a whole slew of other reasons. My point is, adults who pursue hike education have a mission to fulfill. The need may be personal or secular.Knowles,M. (1984). The Adult Learner A Neglected Species (3rd Ed.). Houston, TX disconnection Publishing.