MANAGEMENT OF LEARNING

Management of Learning

Management of Learning

Explain your Understanding of Teaching Adults and Explain How You Plan To Manage Your Teaching Environment

Teaching adult requires one to do lot of things in order to impart quality education. First of all it needs proper management system.

During the 1990s, considerable interest has been generated in the design of constructivist learning environments. The promise of these systems to leverage capabilities of technology, empower learners to pursue unique goals and needs, and re-conceptualize teaching-learning practices has sparked both provocative ideas as well as heated debate. Yet, problems in grounding designs within established theory and research are commonplace, as designers grapple with questions regarding epistemology, assumptions, and methods (Anderman & Wolters, 2006). Problems in implementation and practice are also commonplace, as pragmatic constraints surface and conflicting values emerge.

A teacher may intend to use a constructivist environment within a climatology unit to support hypothesis generation, prediction, data collection, and analysis. The environment may also employ powerful visualization tools and complex sets of meteorology databases and resources (perhaps from the WWW) in ways that are consistent with the environment's constructivist foundations. Yet, as pedagogical methods are considered, they may be tempered by the prevailing cultural values of high standardized test scores and mastery learning of basic skills.

Several perspectives regarding design of learning environments have emerged in response to interest in alternative epistemologies (Anderman & Wolters, 2006). Although considerable progress has been made to advance researchers' understanding, many questions and issues remain. Whereas some studies have identified problems and issues related to the design and implementation of constructivist learning environments, others have reported noteworthy benefits. It is imperative that efforts continue not only to ground design practices more completely but also to better understand the promise and limitations of constructivist learning environments.

My Personal Understanding of Teaching Adults

When I first started teaching ESL to adults, I spent a lot of time preparing ESL lesson plans; and I mean a lot of time. Because I'm a native English speaker, I'd never had to think about English grammar, idioms, phrasal verbs, time markers, past tense pronunciation, intonation, verb tenses and all the other things that make up the English language. I just automatically used them. I've been using them for decades! So when I studied for my TESOL certification, I had to start thinking about all of these English language components. I especially had to think about them in relation to teaching English language learners.

At the beginning of my ESL teaching career, much of the time I spent preparing ESL lesson plans was making sure that I thoroughly understood the English language concept I was going to teach! I studied ESL grammar books and scoured the internet looking for help to understand the topics well enough to be able to effectively teach them.

This site is a compilation of the many English language components that I had to learn well enough to teach. Hopefully, it will save other ESL and EFL teachers and tutors a lot of time (after all, most ...