Introduction If teaching is all about helping others to learn, then teachers ought to understand the process of learning of adults. Adults do not learn like children. As a matter of fact, adults have shown the capability to learn easily just like small children. They are therefore more discerning in whatever they are willing to learn, more resentful as well as questioning. They thus need to see more clearly how the questions they are asked to learn will benefit them.
Compares with students, adult learners dissatisfied with formal learning environments, the learning theory which assume ‘learners only need to know that they must learn what the teacher teaches’ cannot used for adults (Halpern and Tucker, 2015). However, organizations also should know adult learning theory still have issues. Although six assumptions are the basics, it doesn’t cover all characteristics of adult learners. In addition, this theory also cannot directly used in organizations (Halpern and Tucker, 2015). In spite of some issues do really exist, adult learning theory as a guideline is very useful when designing a suitable activities for employees and also ensure their
They also learn from their past experiences that forms as a knowledge base from which they draw learning concepts (Sommers 1989). They require reinforcement to be a part of the learning process so as to correct mistakes in their performance. Hanson (1996) argued that the difference in learning is related to individual characteristics and differs in context, culture and power but not related to the age and stage of one's life. Future of Andragogy Malcom Knowles pioneered the adult learning theory but much more can be looked upon based on the various factors that affect it. Keeping Knowles theory of andragogy in mind, further studies can be done to go beyond his version and include broader perspectives in the field.
Honey and Mumford (1992) argue that in order to maximise one 's own personal learning, each learner ought to understand their learning style and seek out opportunities to learn using that style. To help individuals recognise their preferred learning style, Honey and Mumford (1992) developed a Learning Style Questionnaire. However, to be an effective learner you should also develop the ability to learn in other styles too. Therefore, it is good to choose activities outside your preferred style
This means that the language of the child should be used by the teacher through sharing, get meaning and clarify and vocabulary the guide the leaner to the use of the Standard English. Taylor, (1985) cites that traditional classroom methodologies employed in education have failed because they have been prescriptive and corrective and have focused too much on language structure rather than on communicative competence. This is a typical example of the society tends to lean towards
But once they move to Welch, we see a more neglectful and destructive parenting style. Both Rex and Rosemary start to ignore the kids, asking them to fend for themselves and each other. This leads to both Lori and Jeannette having to help and almost manage the other two children. But in the long run, this may not have been a bad idea because it strengthened both of their independence. More and more we see this, as the Walls parents put the children in bad situations, they struggle, but eventually fix the situation and learn valuable lessons.
In the English learning literature, the development of a positive attitude towards learning could be attributed to Integrativeness, or the genuine desire to learn a new language so that one can communicate with the members of the community who use the language as their medium of communication (Dörnyei, 1998). However, as the world has become more borderless as exemplified by the EU and the ASEAN, other attitudinal factors were conceptually included. The additions were attributed to the changing of concept from ‘English is a second language to learn’ to ‘English as an international language’(Dörnyei & Ushioda, 2009). This resulted to the addition of other attitudinal factors that include Direct contact with English speakers (attitude towards actually meeting English speakers and travelling to their countries) ; Cultural interest (appreciation of cultural products from English speaking countries conveyed by the media); Miliu (the general perception of the importance of English in the learners’ friends and family) (Dörnyei & Ushioda, 2009). From the aforementioned attitudinal factors, the following hypotheses were
Introduction Teacher written feedback is generally regarded desirable by students, parents and teachers. Yet despite this positive notion, a considerable number of research on teacher feedback paid attention on its ineffectiveness in both the L1 (Hillocks, 1986; Sommers, 1982) and the L2 contexts (Semke, 1984; Zamel, 1985). As L2 writing classrooms move from the product to the process approach, peer feedback has been brought to complement the traditional feedback the teacher gives. As a result, peer feedback has become a frequently-employed pedagogical activity in L1 and L2 writing classrooms whereby students engage themselves in “reading, critiquing and providing feedback on each other’s writing, both to secure immediate textual improvement
They teach us the things we need like math, proper grammar, science and so on and so forth. So when a teacher is being rude it can be upsetting and you will be offended and that is not a good feeling. If we could vote on our teachers that issue would not happen. I am for this idea because some teachers are rude or use confusing teaching methods. The reasons we should be able to vote is because some people prefer certain teachers, some teacher use a teaching method that can be fairly confusing and or hard to understand to some students.
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. As adult learners learn new concepts or ideas it reinforces or lessens pass interpretations and/or outcomes, or in