Download Importance of Lifelong Learning & Effective Teaching in Student Commitment & Success and more Study notes History of Education in PDF only on Docsity! Blaine Aucoin EDTC 100 Lifelong learning is the concept that "It's never too soon or too late for learning". Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. Lifelong learning throws the axiom "You can't teach an old dog a new trick" out the door. Lifelong learning sees citizens provided with learning opportunities at all ages and in numerous contexts: at work, at home and through leisure activities, not just through formal channels such as school and higher education. In later life, continued learning takes diverse forms, crossing traditional academic bounds and including recreational activities. Students who lack commitment to their independent work find many ways to avoid it - horseplay with the student in the next seat, finding excuses for leaving the classroom, or bothering the teacher with questions. The committed student, on the other hand, devours more and more knowledge. Basic to the success of independent work is a student's commitment to it. When a student recognizes his or her own ignorance and sees work as the way to overcome it, commitment grows. If the teacher tests often and tests widely, the teacher can say, you are weak in this area, and here is our plan for overcoming your weakness. The student, seeing his or her own ignorance, has a purpose for doing work. When the student is retested at the end of a period of independent work, he or she can see improvement. When students are not naturally motivated, there are things that a teacher can do to obtain student commitment. The first question for a teacher to ask is, of course, is this work appropriate and not too difficult. Next, the teacher can give recognition to work accomplished. Putting a sticker on a child's completed work is still a welcomed sign of recognition. A gold star gives recognition on a checklist. Positive recognition of a student's work, then, is basic to obtaining his or her commitment to it. Record keeping, also, is basic to student commitment, because the student can see progress in the record. Reflective practitioners are professionals who rely on intuition and reflect on their work only episodically risk accumulating unintegrated clusters of habitual practice. They may develop to a level of competence but not beyond. A good teacher does not treat the class as a whole but identifies individual students in order to help, and make them feel different. He is not grim but makes jokes (within the students’ values and norms). Preferential treatment is given to group leaders, high achievers, creative artists, promising scholars, computer wizards to enhance individual differences. A good teacher is careful to inform himself of students’ previous knowledge before presenting new material. He establishes relationships between course materials, stimulates interest for the subject, knows, and presents the content well. Principles and basic concepts are explained clearly with
