Life Long Learner Approach For Teaching

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

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.

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.

Through my 20 years of experience in the field of education, I can say that learners are the ones who make teachers increase their professional skills. That happens because teachers need to learn more to meet the necessities of students. Our world is becoming more complex and so are the students’ questions and needs. For that reason, teachers must keep improving themselves to better instruct. Many years ago, for example, teachers were not supposed to use as many electronic and supplemental devices as recently. Today teachers need to know how to use microphones, computers, smart boards, TV’s and many other apparatus to keep students focus and classes more interesting. Happily, when teachers become better at what they do and are able to make a positive impact on students’ lives, making them better learners, it leaves a feeling that it is worth being a teacher despite the daily difficulties presented by the career.

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.

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.

According to the National Commission on Teaching and America’s Future, almost half of teachers quit the profession after five years. I am beginning that critical fifth year mark as a teacher; however…I am not joining the ranks of teachers to leave. In fact, each passing school year confirms to me why teaching is my calling. I live for those eureka effects, “aha!” moments, tightly squeezed hugs, sparkled eyes, and much more! Every day I walk into my classroom ready to teach as if my hair is on fire!

Alberta Government. (n.d.). Benchmarks, strategies, and resources for teachers of English language learners. Learn Alberta. Retrieved from http://www.learnalberta.ca/content/eslapb/

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

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

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.

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.

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)

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