Analysis of Personal Experience of Teaching

More in-depth analysis of the definitions and the meanings attached by others are developed throughout the assignment. Reflective Practice- “a set Of abilities and skills, to indicate the taking Of a critical stance, an orientation to problem solving or state of mind. ” (Moon 1999 cited on www. Ukulele. AC. UK 2012) Continual Personal and Professional Development “maintaining improving and broadening relevant knowledge and skills in your subject specialist and your teaching and training, so that it has a positive impact on practice and the learner development. ” (www. Fill. AC. K 201 2) Whilst preparing this assignment my Primary research was collated by using both personal observation and informal discussions with fellow peer group members, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and principles used and developed by educational experts, I have also used the local library to access reference material in the form of books and the e-library and as an additional reference method.

Once evaluating the elected data I then developed an Action Plan in order to achieve my desired goals. The Common Sense Theory philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1 933 as the literal notion of “thinking about thinking’ (owe. Educe. Tats. Org 201 2) He was primarily interested in problem solving. When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the “common sense view’ by Moon (1999). She took the stance “reflection is akin to thinking but with more added to this. Roofer-Parents and Maltose 2009, pa) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature Of the theory leads to problems of lack of organization and documentation. The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Donald Chon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs.

For example if you are using a classroom activity With learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session. Reflection on action this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kola (1984) created his four stage model of leaning. This encompasses the continued cycle of learning. It outlines the basic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this.

This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective. Graham Gibbs further developed this cycle in 1988. Like Kola, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www. Sum. AC. UK 201 2) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the “four critical Roofer-Parents and Maltose 2009,pop ).

The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues 4. The view of literature and theories. Although time consuming this theory provides a thorough reflection on our practice through feedback and research rather than just our own thoughts. This theory combines the personal achievements generated via reflective practice with the benefits of CAP where teachers improve skills and knowledge enhances their professional performance. Autumns (2007, pop) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Chon, Kola, Gibbs and other heritors can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets. Have in the past relied too heavily on Moon’s ‘common sense’ theory. Thinking is a natural process we have little or no control over. Have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well?

What didn’t go so well? Why? What can I do instead? This thought process of ideas has its benefits. Was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant. When I first started teaching think I probably lacked the confidence to actively seek the views of others and accept constructive criticism.

Since undertaking the DOLLS course have as a prerequisite of learning kept a reflective journal. This method Of reflection links in with Scion’s ‘Reflection on Action. ‘ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured evaluation identifying what went well and want didn’t go so well. From here am able to plan what I need to improve upon. Chon (1983) also outlines “action in practice. ” I found this concept of “thinking on your feet” a necessity of teaching. A session plan may sometimes no longer be valid. Eave in the past had to a change activities that require certain numbers due to poor attendance. Similarly if unexpectedly have a small group may not use planned resources such as flowchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc. This creates a greater spectrum of reflection rather than simply my own to learn from.

Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especially beneficial with 8 week rouses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others enables me find methods of improving the session. Then can try out the new plan. Once tried then reflect on the new plan and so the cycle continues. Of course I wouldn’t make change for change sake. The out come of the reflection could be that it all went well in that session.

As a teacher when considering CAP have to consider what The FILL defines as the “Model Of Dual Professionalism” (www. Elf. Co. UK) Your subject specialist. Your teaching. In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes lots of research. In my work place I have attended training days on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning.

Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the IL F, College network, educational websites, publications and productions. The opportunities for personal and professional development in the Hairdressing and Beauty area are considerable. Keeping up to date with relevant legislation is paramount. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital don’t just assume there are no changes if no one has informed me other wise.

The VT website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer’s skills with a refresher course every two or three years. As I teach n a company that specializes in Hairdressing and Beauty it is vital I actively seek new knowledge in this area. All development do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time enjoy reading and creative writing and have taken relevant courses for pleasure.

I have in the past been too work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. Now can priorities my CAP to allow me time to relax and spend time on other things that are important. Can link my reflective practice to most of the theorists. The common sense view’ of quite literally thinking is something do constantly but have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve.

This has given me more confidence and benefits the learners. Linking in reflective practice with CAP ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my anger. As an autonomous learner is vital I constantly seek new avenues to ensure my Hair and Beauty knowledge is up-to-date and relevant. Part 3 To carry out this assignment I have used my personal reflective journal. Have also drawn on past assignments, observations, peer group discussions. Researched books, journals and the internet to gain a wider perspective.

Analyzing my own role as Lecturer/Assessor and comparing it with others such trainer’s and tutors highlights the similarities as well as exploring the unique aspects that define each role. As an individual and a teacher it is official to recognize and at times accept that your personal beliefs, assumptions and behaviors may impinge on learners. In this assignment I recognize my ‘teaching schemata’ and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others.

Your roles and responsibilities as a teacher, there are many roles of a teacher including, designer, planner, facilitator, tutor, assessor, marker, evaluator, coach, mentor, communicator, curriculum developer, subject leader, information and advice giver, evaluator and many more. Your role as a teacher changes to your students needs. There are many responsibilities that come with being a teacher some of these are, continuously assess and reassess your students, create a safe learning environment physically and emotionally, establish open and trustworthy relationships and most Of all be professional.

Teaching students is not the only role you will up hold whist being a teacher. Creating a good first impression as within the first few minuets of meeting someone we make a decision about them, by being on time, smiling, being repaper, being confident and maybe starting off with an icebreaker so the new learners get to know you and each other you would be able to set a good example. Knowing the boundaries of your role as a teacher is a necessity to have adequate learning environment. Being open to change and incorporating others input. When boundaries are lost, boundaries need to be reinstalled.

Some assumptions are made by students that a teachers role extends even further then already stated above, so it is a good idea to know all the relevant people/organization’s to refer students to. Through discussions on the DOLLS course I have identified two major preferences between my role as Lecturer and my peers as Trainer’s. The first being that of context . Their teaching is carried out in individual’s own workplace. Learning is delivered In a training room and in the care environment. I deliver learning in a Academy in a classroom setting.

The two do at times overlap, workplace learners may work towards vocational qualifications through localities. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. Facilitate learners with skills and knowledge to enable them to function in the workplace. Learners gain VT NV however they are not working for one or two years towards an educational or vocational qualification as they would in a college. Gary Police, Professor of Practice Worcester University noted this main difference. In his article Teaching Versus Training (2003).

He stated training “focuses on skill” whereas teaching “implies deeper knowledge and a longer time frame. ” I feel I install bath of these methods in my teaching practice. As a Lecturer/Assessor in Hairdressing it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, reoccurred and changing views and ideas within the hairdressing sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CAP will have a direct impact on the quality of teaching I provide.

I liaise with senior staff to discuss any new developments within Hairdressing and the impact they will have on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills. Transference of skills has a major influence on how I and others measure the laity of the teaching I provide. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others. As a teacher the impact can be magnified as others look to us to learn.

In an article Focus on Teacher thinking it was stated “Everything a teacher says and does springs from the teachers inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible” (www. Discriminated. Com 2012) When I enter a classroom/training room I like to think I put my professional at on and leave my personal influences behind. Williams and Burden ((1997, pop) however would disagree “Teachers beliefs about learning will affect everything they do in the classroom. ” To identify my own personal influences I have examined some elements of my unique “Teaching Schemata” (www. Ordain. Org 2006). This is the amalgam of beliefs, knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata’ I believe it is important to have basic CIT, Literacy and innumeracy skills, reading is fun, learning enriches your life and CIT is an inevitable part of day to day life. I think everyone would want to reach their full potential and adults should naturally adhere to a certain code of conduct in a learning environment. Most adults want to learn and music has positive benefits on your mental well. If it makes you happy then do it!

I’m very easy going and rarely loose my temper. People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I’m proud of the fact hat learners enjoy their learning. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessary is an area I have developed but need to continue to do so.

I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions. When setting up a learner, a lady of around rays, on E-Learning I simply gave her the laptop, password and surname and told her to log on to the WAC site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn’t even switched the laptop on.

She sheepishly told me shed never used a computer before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities. Although I’m still surprised how many people don’t have their own computer and have little or no CIT skills I have learnt to adjust my perception and address the situation in manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development.

I have actively sought ways to integrate key skills into learning. WAC provide extensive resources and information on enabling teachers to embed key skills into the Hairdressing NV program. The impact on learners is that l, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills. My teaching qualifications POTTS and nearing the end of my DOLLS have given e significant skills and knowledge in this area. This impacts on what I am able to offer my place of work and learners. This includes planning, delivering and evaluating individual sessions and schemes fork.

Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity will have to maximize the learning potential of the workplace learner at Soprano’s. Management will have greater confidence in giving me greater responsibilities such as designing courses. Eave also joined the Institute For Learning (FILL) as an affiliate member whilst working towards qualified teacher status.

The IF_ gives members support in continuing professional development. The FILL state: CAP gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expertise (www. Elf. AC. UK, 2013) As I have a dual profession there is little point in me solely focusing on my teaching skills. It IS equally as important that I monitor my knowledge of my subject specialist. My learners need to have confidence that I have a higher level of knowledge Of the subject than they do.

The Academy I work for need to know that I am facilitating training that is current and relevant. Having years of hands on experience in the Hairdressing sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my hairdressing skills current and relevant I attend the same training, conferences and seminars I would as if still worked in the field. My personal development can also have an affect on learners. Having a good bevel of work and life balance make me a calmer and more rounded person.

Much of my personal development such as creative writing and various courses in the hair and beauty sector some of these courses required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others. This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners, which is something have difficulty with. My interpersonal skills have developed as my confidence has grown.

Looking back on my reflective journal from the beginning of the course I can see there were times when I lost deportment in sessions when learners asked questions I was unsure of, didn’t participate in sessions or were deliberately awkward as they didn’t want to be in the session. This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved.

This reflects on the laity of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the Hairdressing sector for years has given me strong emotional intelligence. Am easily able to empathic with other’s. I am able to actively listen, thus making me an effective communicator. Have been able to develop appropriate communication skills. Initially was too much of a friend to learners and didn’t want to offend anyone. I found sugar coating feedback was non productive. Have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions.

To movie my knowledge of innumeracy I went on the Move On website to test and improve my abilities. When started the POTTS course I was required to take an assessment. Thankfully had a clear level 2 pass. Innumeracy is a strong element in Hairdressing it is important to maintain my skills in this area. I embed innumeracy in areas where learners will uses it in their workplace such as cutting coloring and mixing colossus. This will impact on their ability to perform everyday tasks at work. Have fairly good CIT skills. This has enabled me to facilitate e-learning confidently.

This has helped learners to access and undertake courses they ay not have had access to otherwise. E-learning enhances learners own CIT skills which will benefit them in the workplace and wider society. One area had to develop was using CIT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn’t account for inclusively with regards to learning styles. My first attempt at Powering presentation was for my presentation was to my peers at college. I was pleased to have produced and presented a presentation even Fill did forget to put it on slide show!

Feedback room my peers and my own reflection identified this as an area of weakness. I have since convinced my workplace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy is an area am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time. I do however have to be aware of the language I use and the levels expect of others. Many of my learners will be at entry level 3 or lower so need to keep language in resources simple.

Through initial assessments I can identify what level learners are at. I embed literacy into learning. VT have excellent resources I have used to enable learners with literacy. The fact that enjoy reading means I am always keen to research my subject this will enrich the knowledge can impart on learners. My dual role as a teacher and a Hairdressing Professional effectively means have two areas where need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues.

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Continuation Speech

HI, my name is Chapin Bengal and I would like to thank you all for coming to our 8th grade Continuation Ceremony. I am honored to be presenting to you tonight as one of the valedictorians of the 8th grade class at Homestead Peak. When I transferred to Minter Middle School in 6th grade, I was very apprehensive about where I didn’t know anyone. However, there was no need for me to be worried. All of the students and staff welcomed me and made me feel as if I had always been a part of the community. Throughout the past three years we have all formed close reindeer’s and created many memories.

Whether It was normal classes or various fieldwork expeditions, we all formed a bond through these experiences that Is irreplaceable. As a class we have worked hard to prepare ourselves for high school. We all have accomplishments to be proud of, such as 2,000 hours of community service. We have worked hard to exemplify our community traits and keep our grades up. Even though some of us may be going to different high schools or even moving out of state, we will always be connected. I would like to thank my peers for giving me great .

We wouldn’t be where we are today without the help from our teachers and families. As an expeditionary learning school we do a lot of hands on activities. I would like to thank our teachers for helping us learn a lot and making it fun at the same time. They are the ones who organized activities like the Tenth Mountain Division hut trips and The Civil War Reenactment. Both of these experiences have taught me about important lessons in greater depth than I would have learned In a classroom. I am extremely grateful to have had these opportunities.

I know that the teachers work above and beyond the normal work day to make these opportunities possible for us. We are grateful and appreciate their time and dedication. Our parents also deserve our thanks and recognition. Many of us take the life our parents have given to us for granted. Few of us realize the sacrifices they have made to get us to this point. Therefore, I would like to thank our parents who have supported all of our endeavors. The following quote from Abraham Lincoln reminds me that each day brings a new opportunity and it is our responsibility to make the most of every single day.

Abraham Lincoln said “In the end, It Is not the years In your life that count. It Is the life In your years. ” Every single one of us has the potential to do great things. If we do not strive for excellence we will never reach our full potential. With determination and hard work we can all accomplish great things. Every day is a gift, not something to be wasted. I know that as a class we will continue to support each other through our high school years. I have greatly enjoyed these three years and It is due to the amazing students and staff here at Homestead Peak. Thank you! Continuation Speech

By chaplaincies friendships and created many memories. Whether it was normal classes or various fieldwork expeditions, we all formed a bond through these experiences that is a great middle school experience. We wouldn’t be where we are today without the have learned in a classroom. I am extremely grateful to have had these opportunities. Make the most of every single day. Abraham Lincoln said “In the end, it is not the years in your life that count. It is the life in your years. ” Every single one of us has the three years and it is due to the amazing students and staff here at Homestead Peak.

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Personal Statement Critique Essay

In order to fulfilling my dream and preparing for my work career, my target of studying abroad Is to accept the professional courses’ trailing. And the program of management or some other subjects In business school would be my first choice. There are three advantages for me to study Management. First of all, character of Hard-working, the higher learning ability, and the strong interest of study made me ready for studying abroad. In undergraduate, I wonderfully complete my own professional courses.

In addition, I have read many business books which I put this knowledge into practice. When I was a sophomore, I had applied for the national innovation project of College students. Under the teacher’s guidance, we determined “Human foreign language environment’s influence of international image” as project’s title. In the three months of study, I show my diligent and the project supervisor appointed me as the project manager who should gear of solid bilingual foundation, experience In translation, and contrastive study of English and Chinese language.

In this project, we mainly reviewed the English signs and Instructions In public places. And we made our efforts to Improve the city engage environment, enhance city image and grade. Second, in order to prepare for the postgraduate study in business courses, I deliberately practice my communication skills, leadership ability and team cooperation ability in some social practices. In freshman summer vacation, I have returned to my hometown.

With local friends, we organized a college student’s voluntary teaching program, hoping it could enrich the students’ summer life through this activity, also wanting to try our ability to help local children. This event caused great repercussions in my hometown. Local students like me and my friends are happy to work with me. Besides, for as much as possible about the business aspects of knowledge, I also participated In extracurricular activities. As an assistant manager of Agricultural Bank of China I have learnt business knowledge and applied this to communicate with customer.

In the absence of business education background, I sincerely have a good learning attitude and enterprising, in this way, I have created a better working performance. Third, I have a wide range of interests. In order to practice these hobbies, I keen on ring, get ready. As the saying goes, chance is for a person who always gets ready. Every year Huber University holds a large English drama competition, competition is open to all radio stations member to recruit final host.

I have great interests to trying new things, so before the interview, I have better prepared, I changed my dress to formal cult and wrote my speech’s manuscript. After the Interview, teacher finally pointed me be the English host. I felt an unexpected favor at that time, because I knew there were a lot of radio host professional veterans, and l, a non host tot the best one, but I appreciate your attitude badly, this makes me believe you can host this party. ” Besides the host, I was a good actor.

When I was a freshman, I was refused by the school’s English drama club-“soma”. It sparked my interest in performing. So in one year, I got up early and faced to mirror to practice a variety of expressions, sadness, Joy or anger. Through my unremitting efforts, I officially became a member of soma in the second year. Just in the second year’s final drama show, I applied for the heroine successfully. In that show night, I became the focus. After the show, I cried. The injured local will be your most powerful part.

In addition to these advantages above, I have some other working experience all of which are relevant to Business or Management. I have worked as Chinese Unisom promoter and China Ping’s bank loan officer to promote their products. During the processing of credit business, I further understand various types of financial status of the company also types of business. I yearn for the advanced teaching and learning system and I hope to become an excellent businesswoman in future.

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Distance Learning: The New Frontier in Education

Distance learning has started to become more visible in today’s society. It has been recognized as an integral part of the education system. While still not being utilized in all places, it’s spreading and gaining ground as one of the more popular ways to deliver information. As a means of educating students, distant learning helps plug holes that have been created by a lack of a certified teacher being available. Through distance learning, technology has become an intricate part of how students are educated. Early Beginnings Distance Learning has been considered somewhat of a new idea.

However, some of the key concepts that shape distance learning have been around for quite some time. Distance learning has a large portion of its roots in what’s known as correspondence study. According to Webster’s’ Dictionary, correspondence is defined as, “a course offered by a correspondence school. ” Correspondence is defined as, “1 a: the agreement of things with one another b: a particular similarity c: a relation between sets in which each member of one set is associated with one or more members of the other — compare FUNCTION 5a. This information explains to us that two different parties are engaging in a form of communication with one another. “The roots of distance learning are at least 160 years old. An advertisement in a Swedish newspaper in 1833 touted, the opportunity to study ‘Composition through the medium of the Post. ’ In 1840, England’s newly established penny post allowed Isaac Pitman to offer shorthand instruction via correspondence. ” This information is very important because it helps in shaping some of the reasons and purpose of why correspondence was necessary.

The power of correspondence began to develop even further. Because its advantage was in its ability to send information via the postal service, correspondence created opportunities for people to gain knowledge without physically being present. Not all scholars believe that form information transferrence marked the beginning of distance learning. “The history of distance education could be tracked back to the early 1700s in the form of correspondence education, but technology-based distance education might be best linked to the introduction of audiovisual devices into the schools in the early 1900s. This is an interesting point because it shows that different reference points are used according to a different set of criteria. As correspondence study continued to evolve, the implementation of correspondence schools began to expand. Several different correspondence schools were opened inside and outside of the United States: In 1891, Thomas J. Foster, editor of the Mining Herald, a daily newspaper in eastern Pennsylvania, began offering a correspondence course in mining and the prevention of mine accidents.

His business developed into the International Correspondence Schools, a commercial school whose enrollment exploded in the first two decades of the 20th Century, from 225,000 in 1900 to more than 2 million in 1920. In Britain, we are informed that correspondence began to progress, “with the founding of a number of correspondence institutions, such as Skerry’s College in Edinburgh in 1878 and University Correspondence College in London in 1887. ” As time progressed, distance learning received more support with the development of different communication mediums. Radio began to find its way into the mix of distance education. In the 1920’s, at least 176 radio stations were constructed at educational institutions, although most were gone by the end of the decade. ” The development of televised courses began to receive a major push as well: In the early 1930’s experimental television teaching programs were produced at the University of Iowa, Purdue University and Kansas State College. However, it was not until the 1950’s that college credit courses were offered via broadcast television: Western Reserve University was the first to offer a continuous series of such courses, beginning in 1951.

The development of fiber optics paved the way for distance learning to make greater strides. It allowed for fast expansion of live, two-way, high-quality audio and video systems in distance education. With the introduction of the computer, teaching at a distance was able to really take off by leaps and bounds. Online courses found its way onto a number of colleges and universities. This was a great stepping stone for the development of such institutions as the British Open University, the American Open University, Nova Southeastern University and the University of Phoenix.

These schools offer an enormous amount of courses online. According to Teaching and learning at a Distance; it is vital to the study of distance learning to combine theory because “it directly impacts the practice of the field. ” There are many theorists whom express their ideologies that pertain to the historical background of distance learning. There are several scholars that note how important the role of theory and distance education intertwine, including; Borje Holmberg, Michael Moore, Otto Peters and many others.

Theorists’ Desmond Keegan exemplifies the significance of theory and distance education when he expressed in 1988… Lack of accepted theory has weakened distance education: there has been a lack of identity, a sense of belonging to the periphery and the lack of a touchstone against which decisions on methods, on media, on financing, on student support, when they have to be made, can be made with confidence. Keegan in his theories, implements how distance learning is vital in not only the classroom, but also how it encompasses the areas of politics, finance, and socialism.

According to this theorist this type of education not only affects the classroom, it covers several properties of the world. Bjore Holmberg’s ideas promote that like any type of education. This type is no different in that it is according to him, trial-and-error with mere attentiveness to the theoretical stand point in making decisions. The ideas between Holmberg and Keegan contrast in that, Holmberg views distance learning as a representation of a deviation from conventional learning, while Keegan’s theories deduce that this type of instruction is a discrete type of education is symmetrical to the conventional methods.

Contemporary Issues Distance Learning has created a wealth of opportunities for education to reach people in a variety of formats. With progress come concerns and issues that must also be addressed. There are several areas that have become red flags in the process of delivering education through the non-traditional classroom setting. Several policy issues have come about that are being examined. These areas of development deal with academic, fiscal and geographic: Institutions will need to develop policies that clarify everything from academic calendar to transferability.

When a course is offered at one institution through a traditional classroom model, the academic calendar, for example, is the purview of that college or university. In certain cases, state regulations influence the calendar. But when a college enters into a consortia arrangement with other institutions on different academic calendars, it can become very confusing for the learners. In fact, some semesters or quarters end too late for courses to transfer to another college. Since distance learning models can complicate this process, flexibility is required.

This is an issue that I personally encountered while taking an online Spanish course at Pulaski Technical College in the summer of 2007. In order to enroll for Spanish 2 I had to show that I had passed Spanish 1. The deadline was 2 days before grades were to be posted. I was fortunate enough to receive help from the administration but it was an intervention that would be constant on the part of the university. There’s also the question of integrity on the part of the students. While the use of CIV technology can alleviate some of this, other forms of distance learning continue to deal with this problem.

The issue of students allowing others to complete their assignments has been around for quite some time. With distance learning, it looks to be just as prevalent. Fiscal concerns are consistent for a number of reasons. In most cases, distant education comes with a higher price tag than the conventional classroom setting: One certain way to guarantee problems in a distance learning program is to overlook the role of receiving institutions – those who do not offer the courses but provide the resources for learners to participate.

This includes “receive” sites for interactive television courses and colleges that provide their computer laboratories to learners not enrolled at that institution. Contractual arrangements often provide a source of revenue to these receive sites, but in some cases policies do not provide, or prohibit, revenue sharing. Eventually, these receive sites become a source of frustration and potential revenue loss, which can diminish an otherwise well-run program.

Distance learning policies must address the issue of equitable fiscal arrangements with receive sites and all other partners. These issues must be clarified in advance of program offerings, for without them, sound fiscal planning is impossible. Students are experiencing, what is called, geographic “out-of-state” fees for distance classes. This is a major concern because the internet is a boundless instrument that does not limit the learners’ ability to acquire knowledge on the basis of physical location.

Asking students to pay extra fees for such this reason is of major concern: Setting tuition clearly is a fiscal issue; however, it also is a key aspect of the geographic service issue. Is “out-of-state” currently a relevant categorization for learners? Will “out of country” rates still apply? If we are to recognize the overarching reach of today’s distance learning, existing policies need close examination and new policies may be needed to redefine tuition rates and service area restrictions.

Another issue deals with the availability of instructors. While most of the curriculum is uploaded to the site in online courses, students may have questions that aren’t explained in the information. The difficulty comes in trying to contact the teacher through email or via telephone. The instructor may not respond in a timely manner, which puts the student at a disadvantage if the assignment is due before the question gets answered: Respondents were asked to rank the differences between traditional course delivery and distance delivery.

The scale was according to importance, one having the most importance and six the least importance. The order in which possible choices were ranked was not of importance in this question. The rankings provided by each respondent for each difference was what was being examined. Results can be seen in Table 4. The primary choice for most important was “interaction with instructor” with 40 out of 107 (37. 4 percent) responses. Ronn Atkinson, social studies teacher at the Distant Learning Center in Maumelle, suggests that, “not all kids in Arkansas have access to the internet.

It’s either a question of accessibility or affordability. CIV is very expensive. Buying the system and paying the line charges, etc. Some districts can’t afford it on their own without help. ” Futuristic Implications Distance learning has made some very interesting strides and looks to be a mainstay in the future. This alternate form of education looks to be the growing as it takes on different shapes. Distance learning will take the place of traditional classrooms because of the accessibility that students have to computers.

The overhead cost of running and operating an educational institution from a building will be a big determining factor in the success of distance learning: Despite the challenges distance education presents to our traditional conceptions of education and instructional delivery, distance education enrollment at community colleges has increased greatly over the last decade, suggesting that distance education offers an alternative to the traditional classroom experience that accommodates many students’ individual circumstances and educational needs.

Although the goals and outcomes of distance education are still somewhat unclear, it is generally agreed upon, however, that the marriage of technology and higher education will be a lasting one, and by the year 2000 more students will be instructed via more media than was ever thought possible. Though distance learning has become a very viable asset to education, a very key component to learning may be lost in the shuffle.

The instructor’s ability to inspire the students through classroom lectures and instruction would most definitely not have the same effect on a student via online learning: How can we substitute for the inspiration of personal interaction with faculty members? In all of my years at Miami-Dade Community College, I never received a letter complementing a college program without reference to a faculty member or other staff member who had inspired or contributed to the development of the writer. Almost all of us can point to an individual, very often a faculty member, who had major impact on our lives.

Is there a way to keep that inspiration in a distance learning situation? Is there something to be substituted? Compressed Interactive Video (CIV) has become a very interesting form of technology. This medium allows students to be taught a subject by a teacher in another location outside of the school building. So if a student is interested in taking a sociology course and their school does not offer it, he/she can utilize this system. More students are taking advantage of this technology each year. While CIV is still pretty expensive, over time it will become more affordable.

Once that happens, it will help in the progression of home schooled students. Conclusion The power of learning at a distance has reached unparalleled heights in its ability to educate students. While there are some concerns as to whether or not it’s the “cure all,” there doesn’t seem to be much concern whether or not it is the medium of the future. It is cost efficient and looks to be the ultimate replacement of school building instruction. Distance learning is the truly the way of the new frontier. Bibliography

Simonson, Michael; Smaldino, Sharon; Albright, Michael; Zvacek, Susan. Teaching at a Distance. Upper Saddle River, NJ: Merrill Prentice Hall, 2000. Gellman-Danley, B. , & Fetzner, M. J. (1998). Asking the Really Tough Questions: Policy Issues for Distance Learning Online Journal of Distance Learning Administration, Volume I, Number 1, Spring, State University of West Georgia, Distance Education. Schmidt, E. K. & Gallegos. A. (2001). Distance Learning: Issues and Concerns of Distance Learners, Journal of Industrial Technology, Volume 17, Number 3 – May 2001 to July 2001.

McCabe, Robert H. (1996). Ten questions for the future of distance learning, Community College Week, 10415726, 7/29/96, Vol. 8, Issue 26 The Future of Distance Learning. (1994). Retrieved April 25, 2009, from EducationAtlas. com Website: http://www. educationatlas. com/the-future-of-distance-learning. html Research in Distance Learning. (2009) The History of Distance Education. Retrieved April 25, 2009 from MA Distributed Learning Web site: http://www. digitalschool. net/edu/DL_history_mJeffries. html

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Arts in Education

Monica Williams July 31, 2011 EDU330-Cultural Diversity in the Classroom Professor Alison Walker The Importance of Arts in Education With all of the modern advancement of technology, sadly some of the components of a common school curriculum are progressively becoming extinct. Just think back, not to long ago, the library was a place where children could explore new adventures from a simple book. Students were also able to express themselves through the weekly classes in music and art. Funding has become a real concern with the slow decrease in the American economy.

Now funding for the art education program is becoming a victim to this decline. Since there has been a lack of arts in the school system, it has in turn affected the need to incorporate diversified education model to teach in a multicultural society. This essay will explain the need to incorporate the arts back into education to enhance the knowledge of living in a multicultural society. There are so many things that children can learn through cultural enrichment. Activities through language, music, art, and dance can enhance a child’s exposure to different ethnicities other than their own.

Since the establishment of No Child Left Behind, Congressional endorsements have restated the value of art and music in education as an important and vital element in quality education for all students (U. S. 2005). However, those were just mere words. Since NCLB, arts educational instructional time has decreased by 16% (Heilig, Cole, & Aguilar, 2010). Well that increase effects the lower performing schools which are usually populated with low-income students and students of color (Heilig, Cole, & Aguilar, 2010).

The mere benefit of these various programs are being overlooked because the teaching of art education has also contributed to an increase of self-esteem, the acquisition of job skills, and the development of creative thinking, problem solving and communication skills (NGA, 2002). All students crave a time to be creative and express themselves. Being in a classroom that is strictly knowledge and skills based can sometimes become quite mundane and boring. When there is music or art incorporated in the curriculum, this can become a great outlet for them.

In recent years there has been a huge emphasis on standardized tests. Administrators, teachers, and students are becoming pressured on making that grade. Education of the arts has proven to help reduce and manage their stress level (Creedon, 2011). There has also been cognitive research that showed when there is a well-rounded structured of music and art education program it enhances the emotional well-being of children for a readiness of learning (Creedon, 2011). Here is the problem, just recently this month, the Interior Appropriations bill wants so cut NEA, National Education of Arts, to 135 million (Advocate, 2011).

The U. S. House of Appropriations Committee just approved to cut 20 million earlier this month (Advocate, 2011). Where does this leave the students of America? It seems that no one is thinking about their education and fundamental it is to have the arts involved in the curriculum. In the state of Texas, there will only be a budget of 3. 7 million dollars for the next two years for the arts, which ultimately gives a fifty percent reduction in grants and thirty percent reduction in staff (TCA, 2011). This reduction of funding affects everyone.

Teachers will be loosing their jobs and more importantly the students are not receiving a well-rounded education. In order to not let this problem occur any further, as American citizens, it is imperative that letters are written to the congressman, senators, and governors. They are the only one that could change things with the state funding. Sticking together as a community can bring it to their attention that arts in education does matter. The days of protesting is not ancient, it can still make an impact on things.

The goal is to inform Congress that there should be at least a funding level of 53 million for the Arts in Education program within the U. S. Department of Education (Advocate, 2011). Those wonderful programs are able to help teachers, all students, and the community with art collaboration in education. Another solution is for the local districts to write grants to keep the arts in their school. The Bill Graham Foundation is a well-known foundation that provides grants for the areas of music in the arts of education (Arts, 2011). This grant can give $4000 for any program promoting arts in education.

This may not seem like a lot, but just think, that is only one out of a thousands programs out there that will provide funding for education of the arts. Grants like these can also give students the opportunity to explore multicultural educational field trips that were not available before. Several studies have proven that art education is a vital component to have a well-rounded student. Writing grants, letters, and even protesting can all help ensure that the arts will increase in the schools instead of decrease. The students should learn about other cultures and one of the best ways is through the arts.

So let’s keep the art teachers, the music teachers, and the librarians, they are important too for our students too! Resources Advocate for the Arts (2011). Retrieved July 30, 2011 from http://www. artsusa. org/get_involved/advocate. asp (ARTS) Bill Graham Foundation. (2010). Children & Youth Funding Report, 13. Retrieved from EBSCOhost. Creedon, D. W. (2011). Fight the Stress of Urban Education with the ARTS. Phi Delta Kappan, 92(6), 34-36. Retrieved from EBSCOhost. Heilig, J. , Cole, H. , & Aguilar, A. (2010). From Dewey to No Child Left behind: The Evolution and Devolution of Public Arts Education.

Arts Education Policy Review, 111(4), 136-145. doi:10. 1080/10632913. 2010. 490776 National Governors Association Center for Best Practices (NGA). (2002) “The Impact of Arts Education on Workforce Preparation” Economic and Technology Policy Studies Issue Brief. Washington D. C. National Governors Association Center for Best Practices, May 1, 2002. Texas Commission for the Arts (TCA). (2011) Retrieved July 29, 2011 from http://www. arts. state. tx. us/index. php? option=com_content&view=article&id=235&Itemid=55 U. S. Congress Passes Resolution Supporting Music Education. (2005). American Music Teacher, 54(6), 10. Retrieved from EBSCOhost

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Problem Solving and Resourcefulness

RESOURCEFULNESS By: Edgardo Eleccion ( GCCNHS) For many times in our lives, we are often tested in our values and skill of being resourcefulness. Oftentimes, this is more considered as a skill than a value. A person with a gift of resourcefulness is far more advance than those who have none. Definitely, most of the successful individuals in the field of business, education, arts, medicine, politics, communication, religion and others possess the inherent or acquired skill of resourcefulness. However, what is really this skill of resourcefulness?

Iannarino ( 2010) defines resourcefulness in his blog as the ability to find a way to achieve your goal or to make one. This is especially true when the goal is difficult to achieve and when little or no direction is given. Resourcefulness is the ability to think creatively, to generate ideas, and to identify alternatives. Resourcefulness is also imagination, the ability to visualize how something could be achieved when there is nothing there but the vision. According to Cindy Quarter eHow contributor, being a resourceful is the ability to approach a problem in different ways.

It requires the ability to be creative and pursue a solution from one or more than direction. It is not built in ability but it is learned overtime from the variety of experiences. To be able to develop this into our children, they should be exposed to a situation that requires them to be resourceful and that will provide them the opportunity to succeed. Kids will self-confident and acquire problem solving skills as a result of engaging in activities that result resourcefulness. Games that requires resourcefulness help children to gain creativity and persistence in a fun in an entertaining way.

Teachers in the secondary should help high school students develop their resourcefulness in them. They should expose these young minds into a worthwhile and engaging classroom activities everyday and make positive feedbacks after such activities in their everyday lessons for a day to day improvement to surface their individuals resourcefulness. This will prepare these youth into the next stages of their life ahead on how to deal problems along the way in different way around with less pressure.

The role of teachers in the classroom is vital in nurturing the students’ skill necessary in building a kind of life intended for them in their future. This will not be seriously taken by the students at their younger years, but when the world dictates competition and pressure, there surfaces the skill they have learned in the classroom situation. Resourcefulness can not be learned in one day as Rome was not built in one day too. It needs constant learning, constant training and constant sacrifices. It needs several exposures into several competition, tasks and challenges along the way.

The constant exposure that lead to experiencing a situation that emerge creativity will help a certain individuals to grow and become a better person ready to face the next layers of life’s challenge. In the world of work specially in business and education , resourcefulness is the crucial skill one must possess. A teacher with this skill has great advantage in terms of making his strategies in teaching and his materials a worthwhile and more fantastic to his learners. Moreover, it helps him prepare his teaching aids with less money involved.

In the field of business, a manager having this skill can enter into competitive world and able to go beyond the expectation the corporation is aiming for. In real life situation, resourcefulness helps an individual in solving his own problem in different way in which others never ever think of. You may be in business, education, arts, communication, politics, and religion, resourcefulness is necessary in building up the new you. Edgardo Eleccion is a secondary teacher of Gingoog City Comprehensive National High School ( GCCNHS) Gingoog City, Philippines. He is a Values Education Teacher.

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Effect of extracurricular activities on the gpa

An example of this would be a varsity player who has training in the afternoon till evening, then goes home with the notion that he still has to do an immense amount of paper work due the following morning. Furthermore, Roland, a professional writer, graduate of B. S. En may also pull his grades down if he becomes too engrossed [Emphasis mine] with other activities. This all boils down to the fact that poor time management will be the main downfall of an individual’s academic performance. At this point, the question to ask is what’s in it for one’s character formation? Well, the experts have some points on this matter. First, McNealy summarizes that these activities actually are conducive to facilitate effective communication [Emphasis mine] (Francisco) because an individual is put in a situation wherein interaction is a just.

To illustrate this point, there is no such thing as a theatre actor who cannot communicate with his fellow actors, much more to the audience. He cannot be called one if he does not exemplify this trait. Second, confidence [Emphasis mine] is also attained through the process of the venture (Francisco) Nominal 3 for the same reason that one is put in this situation wherein bravery must be exercised with the help of this so called confidence. Again to compare it with an actor, one must be able to deliver his lines with absolutely no evidence of fear while he is carrying the weight of a performance.

These two points presented are further strengthened by ” [a] 2001 survey of more than 50,000 high school students in Minnesota published in March 2003 issue of the Journal of School Health found that those who participated in extracurricular activities had higher [Emphasis mine] levels of social, emotional, and healthy behavior than students who did not participate (Francisco). ” Altogether these findings indicate that confidence and communication skills, two of the many, are integral to building one’s character through extracurricular activities as backed up by the prior evidence that are found in

Franciscans research. On the other hand, there are also a few drawbacks or cons when it comes to character formation when one considers other miscellaneous influences. One would be the parents’ influence wherein they’d force an individual to learn this certain activity but that task isn’t to his liking, thus, all the more he is stressed [Emphasis mine] out (Roland). According to Frederick’s, another drawback would be the unavoidable internal influences that one may encounter such as malicious authorities and peers who will force him to do harmful vices and delinquent actions (Francisco).

What’s more is that the people who are participating in the extracurricular activity may actually be the one bringing themselves down for neglect of their other obligations like family, friends, etc. Without a doubt it would be disastrous if they were to treat their extra undertakings as their own vices. Finally, these findings would certainly be mainly dependent in the kind of educational context one is in. In conclusion, after all the facts have been presented, it all depends on an individual’s choice whether or not he chooses to Join and bestow upon himself the benefits and pay a price or stay free with little or no improvement.

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