Life Long Learner Approach For Teaching

The 1968 film version of Romeo and Juliet is more tightly; aligned to what Shakespeare intended in consideration of the setting, Juliet’s impression, and verbal exchanges. When analyzing each film, it is clear to see the same plot, just portrayed differently. To begin, the settings of both films took place at the Capulet’s home where Romeo came to meet Juliet. While the 1968 film took more of an authentic path, the 1996 film took an modern path. In the 1996 film, the main setting was the pool, which strays from the play because it is the balcony scene.

Understanding the Relationships between teachers and other professionals in lifelong learning and possible points of referral for learners.

5.8 million Canadians are reported to be able to communicate in both of Canada’s official languages (Statistics Canada, 2012). With this substantial population of second language (L2) communicators, comes a distinct need to continue to build knowledge and understanding of the complexities of teaching and learning in a second language. The Canadian Modern Language Review (CMLR) offers its readers a wide variety of publications on an array of issues addressing this area. The purpose of this critical analysis is to examine the ways in which the CMLR contributes to the field of second language teaching and learning in the Canadian context.

This paper will discuss the ESL students and the programming that must be implemented in order to have an effective contributing outcome. ESL students are defined as people whose first born language is not English. However, not all ESL students are immigrants, according to Alberta Education (2007) there are two main groups of ESL learners; Canadian – born and the second is termed as Foreign –born.

One important factor to consider is establishing the education foundation as early as possible. Due to life circumstances, younger employees are more likely to receive more professional training then their older counterparts. More of them are single and therefore have fewer familial commitments. They simply have more time to complete the training. Additionally, many younger adults have a stronger educational background from the start. As a general rule, the more education one begins with, the more likely more education is to be granted in the form of formal learning. Another way that age is a factor is because older adults often do not feel that there will be much benefit in additional education. Employers may have similar thoughts. An employer stands to gain much more in return for their investment in a younger employee. Seniority also comes into play when an organization is deciding where to spend valuable training dollars. The higher the position in the company, the more likely one is to be offered training opportunities. (Learning for life, 2009).

My first observation experience was eye-opening. Upon my arrival to Providence Catholic High School, I only had basic knowledge about what it took to be an effective teacher. After working with many different teachers at this high school, it became evident that every teacher adopted their own style of teaching. I also began to understand that in order to be a wonderful

while I was in Canada I completed ESL course and speaking course and I got certified as Tesol for Children and Adults.

This was a good and best remembered experience for me. Before the being teacher, i observed the difficulties of the occupation.

My decision to be a teacher did not come easily to me. This choice was dependent on a reflection about what I was passionate about and how I could make a difference. I have chosen to become a teacher, as I believe teachers have the ability to provide future generations the stimulation for one of the most significant roles in life; to become a lifelong learner. Many teachers that I have had during my education have had a positive impact on my decision to grow and develop the skills that are fundamental to pursue a successful teaching career. My aim is to be a part of an honorable profession with the optimism that one day I will become an efficacious teacher who can provide future teachers with inspiration, as my teachers have provided for me. Through personal educational experiences and peer-reviewed academic literature, I am able to shape my approach to my pre-service teaching, as it will influence my future practice. As a teacher, there is not just one singular approach to educating students; there is a need for flexibility, diversity, adaptation and reflection.

Teaching is something that I thought I would do later on in life, when I am an old man and had all of these life experiences. That was my thinking anyway. So, I did that and they asked me to teach lower school P.E. with the little kids. I had a degree in history and they had already had this position filled, so I was working part time here and part time there and then gradually the position opened up here. I started two classes in history and government and now I have all of the history. I kind of worked my way form part time at the very bottom, all the way up to the top, if you want to call it that here. It’s a small pyramid.

As each performance rolled by and as I presented each child with their medals I realized that I couldn’t live my life without feeling the sense of pride and the happiness I felt at the end of a successful year of teaching. I knew that I needed to be a teacher. I loved to see how happy the children and the parents were after each and every performance. I felt an unforgettable sense of accomplishment that I look back to when my classes get hard or when I feel any sense of doubt that maybe teaching isn’t for

According to government statistics, Canada welcomed 258 953 immigrants to the country in 2013 (2014, Statistics Canada: Facts and figures immigration overview [table]). With such an influx, teachers can expect higher numbers of English language learners (ELLs) in Canadian classrooms. Therefore, it is essential that teachers make efforts to understand the processes by which an ELL experiences the acquisition of English. To this end, a case study investigation with a non-native speaker (NNS) who has immigrated to Canada reveals details about this experience. Essentially, to gain practical knowledge an investigative interview is conducted followed by an analysis that can be used to determine pedagogical decisions in one 's personal teaching practices. In this case study, the candidate does not have formal English language instruction yet his interview reveals that the process whereby he is learning English is congruent with theoretical evidence that supports current methods.

In line with The Equality Act, 2010, equality in the classroom can be seen as the rights of learners to be able to access and participate in learning experiences of their choice regardless of age, sex, sexual orientation, ethnicity, religion, or disability. Furthermore, it must be noted this does not mean that everyone is simply treated the same, but that everyone has equal rights, regardless of their background. As a teacher, it is my duty to act as a leader in promoting equality within the classroom and teaching environment. Similarly, I must ensure that any inequality is sternly challenged if I come across it in my professional life.

A lifelong learner is one who takes the opportunity to learn through all kinds of situations whether they're formal or informal learning circumstances. When you're eager as well as hungry for knowledge, you're more likely to excel in your chosen craft. It's vital that you invest in yourself when setting goals, so that you can achieve them with ease.

Encourage a culture of life-long learning through progressing learners to further study or training and /or employment. Many of them are achieved their goals and this reduced the unemployment and leads to economic growth, personal development and community development. (Reflective log, 2015)