consequences. | | | | | Open-minded because I understand‚ respect and appreciate my own culture and that of others. I am open to different ideas‚ values and traditions. | | | | | Caring by showing respect towards the environment and the needs and feelings of others. I try to make a positive difference through my actions. | | | | | A risk-taker who tries new experiences and makes informed and thoughtful decisions. I try to defend what I believe is important. | | | | |
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Running head: Learner Autobiography Learner Autobiography Demetria J. Pipkin ED7311 Theory and Methods of Educating Adults Growing up I always attended magnet schools once I entered the public school system in Third grade. Magnet schools are public schools with specialized courses or curriculums. In grades 3-12‚ I attended Communication Arts magnet schools. As a child I never had the desire to be in the "communication field" so I never understood why my Parents enrolled me in these types
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legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. (7.1.1) The BTEC PTLLS award is necessary before a person can teach at a Further Education institution such as Aylesbury College. To support this qualification Lifelong Learning UK has published a new set of overarching professional standards 1 that any teachers in this sector will need to adhere to. This describes in generic terms‚ the skills knowledge and attributes for those that perform roles in
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CHCMH408B Provide interventions to meet the needs of consumers with mental health and AOD issues. Introduction Case study of Susan a female patient age 40 years old. Name change due to confidentially and I had been given consent to obtain and access her personal medical file for the purpose of my study. In her 40s‚ Susan is beginning to experiencing bouts of unhappiness. she turned to alcohol. The trauma early in Susan’s life‚ coupled with the subsequent health problems had placed Susan at risk
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PTLLS Reflective Learning Log Writing your reflections helps you to remember something later and is a record to look back on (not least for completing assignment work). The act of writing engages our brains. To write we have to think which‚ in turn‚ will prompt us to consider topics further enabling deeper learning. To be completed after each college session and following your own research throughout the PTLLS programme. At the start of each PTLLS session you will be asked to share your reflections
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Unit 9: Mini-essay: Examine the different methods for giving constructive (practical) feedback to learners and discuss how these can motivate learners. Giving constructive feedback is crucial; without it learners cannot learn (Rogers‚ 2004). When used to emphasise progress rather than failure‚ it motivates learners‚ building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further
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Explain and analyse different ways to establish ground rules for learners to promote respect for others It is important that everyone in a learning group either workplace based or in a classroom setting are able to take part and contribute‚ through listening‚ speaking and actively participating. To achieve this there needs to be an ethos in both the workplace and the classroom which promotes inclusion and mutual respect amongst peers and with the tutor. This can be achieved by establishing
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Adam Klaffke February 17‚ 2011 The Terminal Analyses The Terminal‚ directed by Steven Spielberg and starring Tom Hanks‚ conveys many different aspects of interpersonal communication. Throughout the film‚ there is constant conversation‚ gestures‚ and other forms of communication. As expected‚ there are also many complications that get in the way of the communication. From the beginning of the film‚ Tom Hanks’ character is displayed as a clueless foreigner who knows very little English.
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consideration must be taken to represent the diverse range of learners who access provision‚ such as - • A variety of teaching methods to be used following an assessment of different learning styles • Assessment must be fair and not discriminate against any learner • Language used by the teacher should be non-discriminatory and appropriate • Discussion and comments within the learning environment are managed to ensure learner language is appropriate and non-discriminatory • Materials
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through every kind of topping we want. Or we could ask wait staff to explain for us the topping or ingredient we do not know. Also‚ it is very thoughtful that we can choose less ice‚ less sugar‚ half ice or half sugar according to every customer’s needs. The desserts would be put in a plastic bowl or plate with disposable spoons or metal spoons. The drink would be put in a disposable cup with disposable a regular or large straw according to different toppings. And there are around 50 seats inside
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