Educational Goals Term Paper

Pages: 6 (1817 words)  ·  Style: APA  ·  Bibliography Sources: 8  ·  File: .docx  ·  Topic: Teaching

Educational Goals

First Statement

As a result of my teaching, my students will become life-long learners, and use the learning skills I teach them in higher education and in their professional lives. Many educators and researchers note continuing education is an important element of success; nearly all professional and executive candidates engage in some level of continuing education (Olson & Smith, 2000). I believe it is through continuous education that students will grow as higher-order students and as professionals. To help students realize opportunities in continuous education outside the classroom, I intend to teach students the boundaries of an established curriculum and "extra-curricular" activities they can engage in, allowing students the ability to make choices that will promote greater success. Students learn new approaches, ones that do not only increase their skill but also allow them to think creatively. Walberg & Herbig (1991) suggest students are far more likely to experience positive outcomes, encouraging continuing education, when teachers and administrators encourage continuous learning through multiple vehicles (p. 246). These "vehicles" may include interactive learning through focused groups or diverse education through use of technology, as I the case with the Internet (Olson & Smith, 2000).

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To engage students in the classroom to achieve this goal, daily students will join in focus groups, small groups no larger than six to eight students, where students are presented with a problem. These focus groups will be held weekly during classroom time for approximately one hour every other day. Students will then gather as a focused group outside of the educational setting (perhaps in a library or park) to further discuss their goal, aims, objectives, finding and any other information that may prove pertinent to their success in the world at large on graduating.

Term Paper on Educational Goals Assignment

The purpose of the focus group is to enable students an opportunity to collaborate, and thus develop their communication and problem solving skills simultaneously. It teaches students how they can achieve and meet their educational goals including their goals for continuing education by collaborating with others. In today's modern and diverse market it is essential students learn how to operate in various ways and conditions. The art of collaboration and the skill of networking are fostered through the use of focus groups for continuing students' education (Walberg & Herzbig, 1991).

Over time, these students may grow into career professionals that encourage continuous learning by developing small work focus groups, where professionals are provided opportunities to network and to solve problems. They will have a fresh start and fare far better than the peers they work with that have no direct training in this particular area. As part of the student curriculum, students will be provided the opportunity to practice what they have learned in a community setting, by establishing an agreement with another organization that would allow student's to see what focus groups are and how they can work as a form of continuous education and learning in a public or corporate environment, where networking I essential for success.

Networking alone is an effective and often used tool for inspiring discussion and continuing education from encouraging diverse strategies and brainstorming (Walberg & Herzbig, 1991; Olson & Smith, 2000). Students may share their findings with others, alternating groups every other session so they continuously learn by having opportunities to network and collaborate with other students.

Second Statement

As a result of my teaching, my students will approach every classroom they enter thereafter with joy, not with dread. Key to success in the classroom is an intrinsic desire to learn. Also key to the success of students is utilization of the "Reflective Model" of education and learning (Lipman, 2003). This model encourages students to become more proactive in education, so they understand it is possible to learn according to the rules and regulations of the educational facility, but it is also helpful for student to be proactive and reflect on their lives, goals and inspirations to excel in and out of the classroom (Lipman, 2003: 9).

As part of this model teachers may offer students the choice of selecting their own text for certain courses or projects, which empowers the students and eliminates some of the structure evident in most schools, something that inspires students and motivates them to learn, entering the classroom with joy and enthusiasm (Lipman, 2003:10). Thus, it is the role of the teacher to determine what methods are most likely to inspire intrinsic motivation. There are many ways to do this, as noted by several researchers including: cultivating "creativity" in students by allowing students some say in course and text selection (Sternberg & Lubart, 36); allowing students to learn outside of the traditional classroom setting, whether through field trips or selective projects (Walberg & Herbig, 1991).

Students are more likely to experience enthusiasm and motivation also when they have a strong support structure (Sternberg & Lubart, 36). Because of this it is essential educational authorities working in the school collaborate with students to provide them opportunities to contribute to the student's success. This may mean field trips for example, for an art history class, for art majors, as a way for students to realize how the skills they learn in class are applied in every-day life. These relationships are often supported through nonprofit entities (Lipman, 2003) that are willing to engage students on an "intern" like basis so students have a chance to visualize what the outcome of their efforts will be once they overcome the hurdle that is learning.

Learning is much like a birthday; before someone's birthday, they gather thoughts in their head about what they would like to receive as a gift, or about what kind of party they will have to celebrate their entrance into the world. Education works the same way. While is school, students have the opportunity to imagine and gather their ideas about the type of environment they want to live in, and then are provided opportunities to test their ability in their chosen profession through internships and volunteer work. Hands-on training may be in some classrooms, the best way to entice students to try new things and look forward to events that are just on the horizon (Walberg & Herbig, 1991). The motivated student may also discover other ways they can bring new information, skills or insights into the classroom.

Third Statement

As a result of my teaching, my students will become more creative in their ability to think outside of the box, and view issues from many different perspectives. This is vital to their role as successful professionals in the future. In today's changing marketplace, where operations occur on a global level, it I more important than ever that students prepare for their future and think "outside" the box to develop solutions that even the most diverse of organization will consider. For example, Lipman (2003) speaks on the subject of thinking outside of the box in light of the diversity, technological changes and communications within the market. Further, researchers argue that teachers must have confidence in this method for student to excel in the classroom environment, because any doubt will lead to insecurity in the mind of students (Lipman, 2003; Costello, 2000). Costello (2000) in fact goes further noting that it is critical teachers begin teaching students new ways of thinking or encourage "thinking outside of the box" as early in education as possible. Moran (2001) goes one step further arguing students should be taught using the concept of "self-knowledge" (p.32).

Prior to this concept, teachers used "traditional" methods of thinking, methods that encouraged the lecture format where students were to follow the rules and regulations of the "system" rather than develop their own critical thinking skills (Lipman, 2003:28). Today, there is no room in education for systems; there is only opportunity, opportunity that may encourage greater success for students and teachers alike regardless of the institution, teacher or children involved. This is not to say that systems have no place at all; there are circumstances where a system may enable greater learning, as in the case of a mathematical equation to assess one's ability. By and large however, more schools are noting improved performance when teachers start incorporation newer methods in the classroom, and by diversifying what they teach so no matter the condition each and every student has an opportunity to benefit from their education. This model is one specialty schools have used for some time, however only know is this "non-traditional" model being applied to the public and private school setting, whether a student is in elementary, middle, high school or beyond (Mumford, 1998).

The students most likely to benefit from this philosophical approach to teaching are those that begin learning in "non-traditional" environments early in their education, so they do not have to learn a new way of "learning" once they move on to higher education or jump directly into the workforce. The world is increasingly diverse, and for students to achieve, they must realize how important it is to look at questions and answers… [END OF PREVIEW] . . . READ MORE

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