Adult Pedagogy:techniques for college level professors teaching at a college in the 21st century - Term Paper Example

? Adult Pedagogy Adult Pedagogy Techniques for college level teaching at a college in the 21st century Introduction Effective teaching in the dynamic world is one of the most challenging careers in the teaching profession. Seeking excellence in this field extends further than basic cognitive issues to deal with non-cognitive needs of both prepared and underprepared students. As economical challenges are encountered by many colleges to implement what is almost an open admissions policy, learners are likely to represent a puzzling diversity of class, racial, and cultural identities. Students will also probably show widely different levels in their readiness to acquire knowledge, their intellectual perception, and their previous experience in a given subject. This means their will be few consistent practices that help learners across the board acquire essential knowledge and skills. An approach that one student views as useful may be profoundly confusing and unsettling to the other. Thus, skillful teaching is what helps students to learn, keeping in mind the specific techniques of effective teaching to offer a strong foundation in the students’ studies. It is the responsibility of a teacher to put in place various techniques that can draw students towards success despite their age. Teachers can successfully handle any given situation arising in the classroom and manage to assist students to learn as well as use and apply the knowledge and skills outside the classroom and in their specific professions (Brookfield, 2009). These practices may be more vital to underprepared adults as most of them lack the foundation and ability for thorough college curriculum yet have adult duties, which excessively demand on their resources and time. Teachers can thus utilize the following techniques: Show good command of the topic and the capacity to teach a diverse learner population According to Angelo & Cross, 1993, proficiency in the topic at hand is critical for all teachers in a career or traditional college. A professor must be able to demonstrate the subject matter in various ways, in addition to having in-depth knowledge of the skills and concepts he or she is teaching as well as a deep level of content in the field. Although knowledge of the subject matter that is documented by specialized credentials is significant, it is not sufficient for effective traditional college professors. The ability to convey that information to students who lack the foundation of the subject matter is the key challenge. Unluckily, many new teachers attempt to utilize the same teaching methods that their graduate professors successfully used, since this is their current experience with the learning/teaching environment. When working with students with cultural and learning barriers, learning and teaching activities must be highly planned, with all standards and requirements clearly stated. Students need to know precisely what their teachers expect from them and when the assignment is due. It is very important for a teacher to teach his students on how to pace their work. Since most of them do underestimate the quantity of work expected and time required for submission, teachers need to assist such students in developing specific plans. A preferable strategy is to ask students to turn in small assignments or drafts as they move forward to the final product. Supervised and scheduled activities in labs, in classrooms, and with teachers make possible the pacing skills that may be lacking in some students. Another helpful strategy in helping students of all age brackets perform better is to ensure that the curriculum they are studying connects to their specific interests and to the real world. This can be done by presenting information in small chunks to allow them to link new materials to something already known to them (Spann, 2000). In addition, since colleges prepare students on how to apply the skills in their chosen carriers, mastery of the content in the provided curriculum is vital. If they fail to master a set of concepts, skills, or knowledge prior to moving to the next level, problems similar to the ones they have already experienced will be created. To enhance mastery and avoid gaps, frequent testing and instant feedback are significant in a teacher’s day to day practice and is a key factor in assisting students sharpen their metacognitive skills. Effectual teachers should use knowledge of their learners’ different learning styles when planning their instructions. Some students do not learn through generally accommodated traditional instructions. Most teachers tend to teach in the way they were taught, but this pattern is probably the most ineffective in a classroom where many of the students failed to study the content of the course in traditional high school level; it is improbable that they will learn by the same instructional techniques in college. A know how of whether the students are auditory, tactile, or visual learners and whether they desire to work in groups or individually should outline the instructional delivery mechanism and learning materials offered. Research shows that collaborative learning, if well structured and included in the learning activities is important in getting students involved actively. Address Non-cognitive barriers to education Underprepared adults often carry with them non-academic and generational problems when they enroll in college. A successful teacher should therefore develop the whole student as opposed to dealing only with the cognitive skill deficit. The biggest role of a teacher is to motivate the students to learn and at the same time participate in other activities. Related affective features such as academic procrastination and self-regulation can be influenced by encouragement. Teachers should engage in professional growth to help students maintain the motivation that led them to join the specific courses at the start of the session and strengthen that motivation as time goes. Teachers are also challenged to try and determine when and how students lost their motivation and assist them regain that original vision (Brookfield, 2009). A first step that should be replicated throughout the learner’s academic career is for a teacher to help each student initiate a vision and observe how the course and daily activities help to achieve the goal. Unfortunately, most of the teachers suppose that adults in college have clear goals for their lives and they must realize that the career they are pursuing is the first step toward attaining those goals, while forgetting that it is their duty to help the student set up long-term and short-term goals. Since goal setting is a factor that determines if the learner will finish the course, teachers need team work and even call for advisors’ help in this duty. Developing and sustaining a positive self-esteem towards academic work is vital. Professors in career colleges can help students conquer those perceptions that obstruct learning by using proposals from research: create a constructive environment among students, boost self-esteem through comments like, “you are on the right path,” simply learning and objectives, use success in learning to support satisfaction, insist on specificity, advise and coach regularly, and avoid extreme negative feedback (Angelo & Cross, 1993). Offer responsive and open learning environment Studies show that students who are highly probable to drop out of colleges are those who are not connected with the events and the people of the college. The connections must not necessarily be face to face, but electronic via chart rooms or emails, letters, or telephone calls, provided they make someone feel that they belong. For instance, students who feel that they joined a certain course or career too late for a teacher to allow them in a class may be given a phone call or a letter from the teacher assuring them that they will receive support so that they can catch up with the rest. It is useful for teachers to get cell phone numbers, e-mail addresses, and postal addresses from students immediately they commence lectures. Learners need to know that their tutors recognize them individually. Teachers calling aloud students’ names when checking attendance list enhances attendance especially for those who are fresh from high school. They can improve attendance and retention by orally calling the roll and uttering individual comments when giving back papers (Baiocco & DeWaters, 1998). Communicate high level standards Teachers must poses clear understanding of the succeeding curriculum and the way it relates to the students’ courses. Otherwise, students may be given false preparation and security that may doom them to fail in practical work after college. Moreover, they need to hold students to high levels of expectations and excellence. Students straight from high school may engage in disrespectful behaviors to fellow students and to teachers. Here, a classroom teacher needs to maintain a favorable learning environment rather than allowing such vices to disrupt the whole class. Involvement in ongoing professional and evaluation development Ability improvement by educators can be achieved by activities like reading professional journals, taking courses, writing professional articles, and attending professional conferences and workshops. This is a major step in helping teachers manage change that is intrinsic in the 21st century and also enhance student success and teaching effectiveness (Brookfield, 2009). Conclusion Career and traditional colleges should support effective teaching in all types of students as a base and enlarge the entire curriculum so that they can avoid dismal result. The application of the above techniques will help better prepare college-level professors and other teachers in their pursuit to assist students meet their goals. References  Angelo, T & Cross P. (1993). Classroom assessment Techniques : a handbook for college teachers. San Francisco: Jossey-Bass Publishers. Baiocco, S.A., & DeWaters, J.N. (1998). Successful college teaching: Problem-solving strategies of distinguished professors. Needham Heights, MA: Allyn & Bacon. Brookfield, S. (2009). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. New York: John Wiley & Sons. Spann, M.G. (2000). Remediation: A must for the 21st century learning society. Denver, CO: Education Commission of the States (ECS). Read More