Physical Layout, Demographic Data & Class Time And Duration

The first observation I made about the teacher, Ms. Hayes, was that she was very passionate about her job. I could tell this is in many ways, but mostly by the way the classroom was arranged. According to Lynch, teachers should “use every possible area of the room to create an atmosphere that encourages participation and learning” (Lynch, 2015, p.272). The student’s desks were separated and put into rows, but at certain points during the school day they were allowed to rearrange their desks and get into groups. I think this is a very efficient way to set up the desks because some students are easily distracted and other students like working in groups to learn from each other. There was a smart board in the middle of the room so every student could see it from their desks. The smart board helped the students when trying to understand multiplication. Another aspect to the classroom that I thought was very important was the reading rug. The reading rug is a good way to get the students excited each day to listen to a new story, read aloud by the teacher. I could tell Ms. Hayes put a lot of time and work into decorating the classroom to make it a fun and studious learning

She also worked with Dr. Tammy Weiner and a working group to design the initial plans for the development of on-line courses at the university. In addition to these contributions, Dr. Morrow’s contribution to student success was one of her top priorities. Some people are born teachers and Dr. Morrow is one of those persons. She never taught because it provided her employment, but instead she taught because she loved the students and she loved teaching as a profession. She organized study and review sessions for students in the evenings on a consistent basis. She stayed at school two nights a week to offer additional evening office hours. In addition to the regularly scheduled two nights per week, she would meet with students for evening office hours whenever requested by the student. She also had an interesting mandated policy for students who were not performing well in her class. They were required to come to meet with her once a week to ensure they understood the assignments and materials covered in

A typical day in Julie Smith MC 201 class starts of with her playing music. Once her class starts it’s nothing but and excitement. She is a very loud and energetic person. She is not afraid to get all in your face as she is walking around the class teaching you for the topic of the day. She also has a lot of games she uses to keep people engaged in the topics to she is talking about. “ I love coming to Julie class because you never know what to expect from her. One day you might get class where you’re using your phone and the next day she’s handing out candy. I love coming to her class not knowing what to expect.” Said Ciara Bazile. Julie just didn’t wake up one day and say hey I’m going to be teacher like most people as she likes to put it, “ just happened by accident.” One of her old professors called her one night and asked her if she was still teaching at Webster and asked her if she wanted to teach an intro class, she immediately jumped at it. Her favorite part about teaching is “having students contact me after the semester to tell me about examples they 've seen - which shows that what we 've talked about in 201 has stayed with them. I love getting to know them and know their stories. College students are much smarter than people give them credit for.” Julie has been teaching since 1998 so she has no shame when it comes to teaching is not afraid to make a fool of her self when it comes to teaching. “I remember Julie teaching us about television and radio. She

How are the routines and the way they were taught to students consistent with WHO the students are? (Consider the demographics, assets, and developmental stages of the students.)

These people consisted of the same handful mentioned previously, but I soon learned that I would mingle or at least come to somewhat of an understanding of all of them. What made this English class so impactful was our class discussions. Two very interesting things: Campfire Discussions and Four Corners. Campfire Discussions involved everyone getting in a circle around the room and discuss topics related to the unit. Four Corners is when a question or statement related to the unit is shown on the projector and the class disperses to the corner of their choosing. Corners include strongly agree, agree, strongly disagree, and disagree. Once everyone chose a corner, we would then discuss our thoughts and feelings. Our first class discussion I recall was a campfire discussion about relationships and how emotions affected them. All of us new freshmen had so many opinions and thoughts. Some thought they were ready for a relationship, some wanted one, and some thought that maybe in time they would be. I was already learning about my classmates’

The assumptions of Knowles’ Adult Learning Theory, first proposed in 1980, have since become an accepted part of the framework when one considers how adults learn. It is difficult to argue with the fact that adults enter each new day with a background of previous experiences. In formal learning situations, an instructor can use the variety of life experiences brought in by students to build a learning

Knowles, M., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elseveir.

Many of the students at Archbishop Wood High School are used to classes structured using lecture and note

Throughout taking this course, EDLD 500: Prioritizing, Mapping and Monitoring the Curriculum, the students have had many opportunities to briefly work together on several assignments. Whether it has been simple discussion of an article to share with the rest of the class, role-playing instructional methods, or even creating a brief power point, none has been as difficult as this final project. This is not to say that the final project itself was difficult, it is merely the aspect of working together on this project that has been the difficult part. Taking night classes as a part of a graduate program hints at the aspect the most, if not all, of the students enrolled would be working adults with responsibilities that go beyond that of the class and the workplace. Because of this dynamic, it was extremely difficult for the group to have a schedule which best suited every member for a meeting outside of the prescribed class meeting time. While there was one such day for the group to meet, it unfortunately fell upon the Monday before the Thanksgiving holiday, which provided its own series of challenges due to individuals making plans to celebrate the holiday. Since meeting together over the break did not pan out as one would hope, the only other recourse was the usage of email, texting and phone calls. E-Mail was perhaps the most worthwhile tool for conversation for our group and we each reached out to each

Although I recognize that this would not be like any of my other regular classes that I would attend, I was impressed by the quality of small performances. At the beginning of the class, the students introduced themselves to the visiting students by stating their name and majors. Among the group there were future educators, mathematicians, social workers and anthropologists—further proof that the students were likely taking the class for the same reasons that I would.

I also agree with your choice of theory to address multigenerational classroom. Adult education theory is an ample model. This theory encompasses several concepts that approach the way adults learn. I definitively concur with you that these concepts will allow an inclusive approach to students from different generations. If the instructor creates an environment that promotes self-learning, autonomy and helpful feedback, it will help to transform the learning process and will allow the students to suceed. If the instructor takes time to know the students and creates learning groups based in harmony and different learning styles will also help the students to achieve their maximum potential, no matter what generation they belong to. Lastly, never

The class would take place at night at the Alexandria Adult Training Program, my teacher was Mr. Lopez, He was tough and strict, but a great teacher.He would give us homework every night. the assignment was challenging and I tackled them with determination to pass.

ADULT LEARNING THEORY 2 Adult Learning Theory Malcolm Knowles Malcolm Knowles (1913-1997) was a key figure in America’s adult education in the second half of the twentieth century (Smith, 2002). Early Life “Born in 1913 and initially raised in Montana,” Knowles seems to have had “a reasonably happy childhood. His father was a veterinarian and from around the age of four Knowles often accompanied him on his visits to farms and ranches” (Smith, 2002, para. 2). His mother also played a critical role in his character building. During his campaign for the scouting prize, he developed a technique that would help him compete successfully (Smith, 2002), which he always thanked his mother for. In 1930, He entered Harvard University with

My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are:

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went