The Six Assumptions of Adult Learning Essay

The twenty-five stories that are contained in the book, My First Year As A Teacher, are about real teachers and their experiences during the first year of teaching. Each story is different. Some are about memorable students while other stories are about some of the hardships that are encountered as a novice teacher. The diverse sampling of stories in this book gives insight of what kind of problems one might encounter as a teacher, yet they also describe how rewarding the profession can be. I found it rather difficult to choose only ten stories as my favorite but after much consideration and rereading I decided on the following stories because in many ways I could relate to the students as well as the teachers that are given life in these stories.

"The resource of highest value in adult education is the learner's experience. Therefore all genuine education will keep doing and thinking together"¦experience is the adult earner's living textbook," so said Edward Linderman in his work The Meaning of Adult Education. For generations, education has tended to shy away from experience-based learning in favor of more structured models. However, utilizing experience within the process of education is still a powerful tool for instructors of students of all ages. Adult education students can benefit the most, as they already have a wealth of experiences and resources to bank on in their quest to adopt new learning into what they already knew and experienced. Therefore, it is true that within the context of the adult learner, experience is one of the most crucial learning resources.

When did adult learning begin to take a stance in the field of Education? Adult Learning started to be considered a professional career in the early 1920 's. The basis of the adult Learning method cannot be summed into only one Theory of how Adults Learn . We can however, note the similarities and differences of adult learning based on relevant information that compares and contrasts how individuals act and react to different theories . Many different theories exist in the Adult learning world although there are two theories that will be compared. These theorists are, Malcolm Knowles and David Kolb. Although differing in theory Knowles and Kolb bring uniquely different insight to the Adult Education world. Exactly what is the Adult learning theory ?

The theoretical framework for my research is adult learning theory incorporates the basic concepts of behavioral change and experience in learning. “Emerging theories of adult learning are based on the unique characteristics of adults as learners” (Knowles, 1970, section 1, para 1). There are two categories with respect to the theory of adult learning: how an adult processes knowledge, which in turn produces change for the individual, and how an adult processes knowledge to then become a change agent in an organization. Merriam & Bierema (2014) links these principles with Knowles’ andragogy theory (p.54).

Are people too stubborn and independent to learn once they become adults? The Adult Learning Theory focuses on the difference between how adults learn and how children learn. There are three main central ideas that support the Adult Learning Theory. These ideas or theories are known as andragogy, self-directed learning, and transformational learning. Andragogy is the teaching of adults, self-directed learning is the individual controlling their learning, and transformational learning is the individual learning from life experiences.

I learned quickly that being an effective teacher is an art that takes time and devotion. Many times, teachers are not provided with the necessary materials in order to maintain the various learning styles in a classroom. It is up to the teacher to create an environment where students can succeed. This is a full time job, meaning that a teacher’s work is not done once they leave the school. A teacher must contribute a significant amount of time and effort in order to see positive results in the school and in his or her own classroom. After observing my cooperating teacher’s strategies and learning more about the profession, I knew that I was going in the right direction with my life. I took a significant amount of knowledge away from this experience and have continued to strive to be the type of educator that I was blessed to work with during this experience. .

Deputy Sheriff, training officer, instructor, adjunct faculty, these are but a few of the hats that I wear in my daily interactions within the world of Adult Education. As a veteran law enforcement officer I was first introduced to adult education, after several years I would find myself on the other side of the podium. After serving as a field training officer for rookie’s graduation from Basic Law Enforcement Training (BLET) I would take on the additional role of teaching in the BLET program itself. The route I have followed to adult education is unique and non-traditional compared to my peers within the EdS program here at Appalachian State University. I have completed both my Bachelors and Masters degrees as an adult within the past ten years while working full-time. I currently teach several blocks of the BLET program as well as several sections of the Student Success course on the campus of Davidson County Community College.

As a student, I have been inspired by a few teachers at both my primary and secondary schools to seek an interest in the teaching profession. One year after finishing secondary school where I obtained most of my passes I took some time to reflect back on my twelve years at school and the few critical incidents that have cultivated my thinking about teachers and teaching. Some incidents were positive and others negative, but all assisted to shape the type of teacher I want to be in the future! A few critical incidents that shaped my thinking were the first time I came first in a class, the evening I approached the lackadaisical teacher and the day where I was escorted out of class.

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

As an educator, it is my role to teach as well as learn. The role of a teacher allows me to experience both Andragogy and Pedagogy. “Andragogy” is “the art and science of helping adults learn "where as “Pedagogy is the art and science of teaching children” (Knowles, 1984, p. 13). In my profession, it is a daily task to teach concepts to children. Children are generally, teacher directed learners meaning, they are always looking to the teacher to guide them in their learning. They seek out answers and need direction to what they will be learning and what activities are provided to solidify the learning concept. This is quite different than the self directed, or the adult learner. According to Caruso (2011), adults learn by performing

This involves a learning process that engages the learners. Attention is moved from the teacher to the learners through practices such as role playing, group work and problem-based approaches, for instance. These activities put the learners in a situation where it is up to them to use available learning resources to solve problems, hence causing active learning.

(Compare and contrast at least 2 theories). *Explain how to integrate these principles in changing your

Before taking adult education classes, I was under the impression that learning for adults and children were the same. The difference being that correct context was being taught to children and different content for adults.

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having

The education we receive today holds the power to shape the individuals we will be in the future. Not only does our education aid our choices throughout school, but also the choices we make in our personal lives like where we choose to work and how we portray ourselves to society. Personally, I have enjoyed my educational experience. I have enjoyed learning new concepts and interacting with new people. Of course, there are obstacles along the way. However, these obstacles have given me the opportunity to realize my strengths and weaknesses and learn to improve in both areas. As a student, I hold onto my perseverance, seek guidance from influential figures in my life, and embrace my challenges to which all contribute to my hope to become the finest version of myself.