There has to be greater emphasis on communication skills. The need to relate classroom practices and theory to real-life situations is also increasing. Pupils have to be taught how to transfer knowledge gained in classrooms to the world of work. Teachers also have to help students develop creative, analytical and planning skills, as well as problem-solving techniques, since more of these skills are required today.
To do this, teachers have to understand how children learn. It is also essential for them to give children a sense of success and the feeling that they can go on learning new things.
You may wish to consider one of this its teacher-centred and one that is student-centred. List under each what can be effectively achieved. Teachers not only need to be properly trained and qualified, they also need to have a positive attitude to their work and their students. Many of the important values of society - respect and tolerance for others, for example, have to be transmitted by them to their pupils. Caring for children - though not measurable, is another essential quality that teachers need to possess.
This is often what makes the difference between a mediocre teacher and a good teacher. Read this definition of a good teacher by Noelle, a student: A good teacher is one who helps build a student's character, not destroy it. A good teacher is someone who takes time to find out the problems facing students which interfere with their performance. Low salaries and poor working conditions have a negative impact on the status and role of teachers in the community.
Our modern society, unfortunately, too often confers respect and status on individuals in proportion to their wealth and subsequent power, and tends, therefore, to pay too little regard to its teachers. The result of all this has been a general decline in the quality of teachers. Some of the better teachers have been forced to leave for better-paid jobs and some who have remained have low morale and little self-respect.
This in turn results in these teachers having little respect for education and for their students. The converse is also evident; as teachers are regarded, so are education and the schools.
Respect for teachers engenders respect for the function they perform. It has also been suggested that greater emphasis on the ethical dimensions of the teaching profession might help enhance its image. If teachers, like other professionals, had to take an oath regarding their work and moral standards they might gain more respect from society.
What similar contributions could you make in your school? Comment Of particular importance is the teachers' work with the community. This approach needs to be used in more schools as it is clearly one way of bridging the gap between school and community, and making learning more effective. Curricula can also be designed to address specific situations in the community.
As a result, strategies were developed to improve the quality and quantity of the rice crop and to develop more effective agricultural instruments. In these situations, students learn through doing, experience success and so are motivated to continue learning. They come to see learning as a lifelong, meaningful activity. The curriculum, therefore, must relate directly to practical situations in the community rather than contrived situations in the classroom.
Addressing real-life situations is the key to effective learning. We also need to pay attention to the scope and sequence of the curriculum. Clearly developed steps and appropriately paced instructional materials have to be included in curriculum reform.
The actual instructional time is also very important. Too often actual teaching time is interrupted by national holidays, the weather and also by legitimate school business including activities such as practice for school functions and national competitions.
The situation is made worse in countries in which the school year is exceptionally short. Learn as if you were to live forever. Actual learning requires that you do those things. If you do, you will never cease to grow. One hour per day of study will put you at the top of your field within three years.
In seven years, you can be one of the best people in the world at what you do. Your brain has a capacity for learning that is virtually limitless, which makes every human a potential genius. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. Learning requires actual work. You learn by doing, and by falling over.
A man who never asks is a fool for life. He who thinks but does not learn is in great danger. That is why young children before they are aware of their own self-importance, learn so easily. Take it up reverently, for it is an old piece of clay, with millions of thumbprints on it.
To learn means to accept the postulate that life did not begin at my birth. Spike Milligan. Debasish Mridha. Kristin Hannah, Summer Island.
Bisco Hatori. Delano Johnson, Love Quotes. Quote Description This page presents the quote "Learning how to learn is a lifelong process. Author of this quote is Kay Peterson. The fourth section considers international perspectives on lifelong learning. The chapters in this section consider the implications of national cultures, and include a comparison of Western and Asian perspectives, a discussion of cross-national policy differences in school-to-work transitions, a look at alternative models of career development in Scandinavian countries, and a discussion of the impact of change and economic transformation on lifelong learning in Russia.
The fifth section focuses on emerging issues and challenges. Chapters examine the role of continuous learning in corporate performance management programs, gender-role and career opportunities for women, social entrepreneurship as a learning process, and the learning challenges faced by immigrants.
Developmental issues for adults with learning disabilities are also examined. I conclude with an overview of trends and directions for lifelong learning programs and research.
Aspin, D. International handbook of lifelong learning. New York: Springer. Find this resource:. Bandura, A. Social foundations of thought and action: A social cognitive theory. Self-efficacy: The exercise of control. New York: W. Bentley, T. Learning beyond the classroom: Education for a changing world. London: Routledge. Boyatzis, R. Assessing individuality in learning: The learning skills profile.
Educational Psychology, 11, — Candy, P. Self-direction for lifelong learning: A comprehensive guide to theory and practice. Claxton, G. Wise up: The challenge of lifelong learning. New York: Bloomsbury. Cranton, P. Transformative learning in action: Insights from practice. New Directions in Adult and Continuing Education , no. San Francisco: Jossey-Bass.
Deci, E. Intrinsic motivation and self-determination in human behavior. Porter Eds. New York: McGraw-Hill. DeNisi, A. Feedback effectiveness: Can degree appraisals be improved? Academy of Management Executive, 14 1 , — Learning City Network: Practice, progress, and value. London: DfEE. Dweck, C. Motivational processes affecting learning. American Psychologist, 41 , — A social cognitive approach to motivation and personality. Psychological Review, 95 , — Edwards, R. Changing places?
Flexibility, lifelong learning, and a learning society. New York: Routledge. Lifelong learning. European Commission EC.
Making a European area of lifelong learning a reality. Brussels: European Commission. Evers, F. The bases of competence: Skills for lifelong learning and employability. Field, J. Lifelong learning and the new educational order 2nd ed. Fischer, G. Lifelong learning: More than training. Journal of Interactive Learning Research, 11 , — Hall, D.
Careers in organizations. Pacific Palisades, CA: Goodyear. Careers in and out of organizations. Thousand Oaks, CA: Sage. The protean career: A quarter-century journey. Journal of Vocational Behavior, 65 , 1— The new career contract: Developing the whole person at midlife and beyond. Journal of Vocational behavior, 47 , — Hertzog, C. Kramer, A. Enrichment effects on adult cognitive development: Can the functional capacity of older adults be preserved and enhanced? Psychological Science in the Public Interest, 9 1 , 1— Towards a comprehensive theory of human learning.
Jarvis, P. Globalisation, lifelong learning, and the learning society: Sociological perspectives. Lifelong learning: A social ambiguity. Routledge international handbook of lifelong learning pp. Oxford: Routledge. Human learning: An holistic perspective. Jenkins, A. The determinants of labour market effects of lifelong learning. Applied Economics, 35 , — Kamenetz, A. Permalancers, Unite! The Nation. Kegan, R. The evolving self: Problem and process in human development.
In over our heads: The mental demands of modern life. How the way we talk can change the way we work: Seven languages for transformation.
0コメント