My Learner Experience

SECTION B My own experience of being a learner.

There are different teachers in schools that have different influence to learners. Looking back at my experience of being a learner I have come across different teachers with different personalities and qualities. Some were observant and caring and some were negligent, harsh, and emotionless. Some were vigorous and enthusiastic about their work. You could see that they love what they were doing. Some of them noticed almost everything from learner. They would assist where needed for example, I remember when I was in grade one I was very careless when it comes to pencils. I lost them almost every day. Noting that, my class teacher, talked to my father and they arranged that my father should bought

It should also be noted that new knowledge is being researched every day and new discoveries are been made, therefore it is crucial for a teacher to be a lifelong learner. I also believe that through good communication skills; people can be able to resolve problems and grow intellectually. Good communication skills may lead to a good relationship with staff and learners. The positive relationship between a learner and a teacher does make a difference in a classroom environment. For example if the teacher is known to be hash and aggressive, learners tend to avoid that teacher and end up not enjoying his/ her subject. A teacher who always scares learners about the difficulty of the subject makes learners fear the idea of the subject. Therefore a teacher needs to communicate confidently with learners so that learners can feel free to approach him/ her with the subject challenges and be successful in the subject. In addition, a teacher needs to learn more about the subject content so that s/he will enjoy teaching and give learners the right information. Always seeing the best in people encourages them to do better because they do not want to disappoint you. As a

(Ono & Ferreira, 2010) in their article “A case study of continuing teacher professional development through lesson study in South Africa”; they argue that professional development is an ongoing process. Because of the “changing reforms” as they state, there is a need to update teachers with the new knowledge. In South Africa there has been a drastic change in the curriculum in the pat years and teachers are expected to move along with those changes and adapt to them. They further state that although professional development lies at the heart of nearly every educational effort to improve teaching and learning, it is not the solution for all problems because many models of professional development do not produce the required results. Therefore there must be other alternative approaches for professional development. The article further argue that the “the principles of learning and their implications for designing the learning environment apply equally to child and adult learning”. Thus, professional development programmes should be learner centred, knowledge centred, assessment centred, and community centred to improve teacher learning .Ono & Ferreira (2010), states that the workshops conducted as the means of teacher profession development and lesson development should be reviewed, meaning; they should find means to make them effective. They maintain that teachers do not change their teaching overnight, consequently, any