What I Learned

It is important for me to know my learning methods because I now know what helps me study and learn. Also, it is important to reflect on how I learn because it will help me become a better student. With these learning methods, I can learn and study in a quicker and efficient way.

Learning expert Dawna Markova's words are simple yet profound: "Each of us is here to give something that only we can offer, and when we avoid knowing ourselves, we end up living numb, passionless lives, disconnected from our soul's true purpose." How do we figure out that true purpose? Sometimes, it comes to us when we quiet the busyness in our hectic lives, when we look inward. For young adults, it often requires moving through the world, engaging in many new and different experiences to find what calls us, what excites us. While you are figuring out how you want to define success, it's useful to build leadership capacities, because the more capacity you own, the more options you will have over time.

While I was younger to the age I am now, I was shown how important it is to have strong characteristics that make you a person. Everything I had been through I had lost and gain some of the values along the way of my life. I will admit not all of these came at once; it took much time to see the importance of my life and progress what’s left in it. Most of the time, when I was stuck I’d ask for advice and see how others got through it. I put myself in their shoes and see if I did something like them if it would help me and it did.

This was demonstrated to me once again in my capstone experience. Looking back at my capstone, I wish that I would have had the opportunity to get to know these students better before coming in to teach them. I am confident that this would have minimized the minor setbacks and maximized the learning. Also, I saw how important it is to develop

Early on in my Block A experience I realised that a major contributing factor to the success, or otherwise, of my lessons was the pace. This is an area that I have looking at improving over the course of my Block A placement. The advice given by Gererd Dixon (2011: Online) is that; ‘One of the hardest things for new teachers is to inject pace and purpose into lessons while recognizing the needs of slower learners in the class.’ Working out the correct pace for my classes did prove to be a struggle as it does require the teacher to understand the needs of different learners in the room. In moving on too quickly I left students behind, whereas allotting too much time resulted in misbehaviour and boredom. My task was to attempt to come up with strategies to create a balance between the two and in so doing create an environment where students didn’t get left behind and were given ample opportunity to discuss their emerging ideas and conclude their understanding.

Introduction In a perfect world discovery-based instruction learning would work for everyone. It would provide learners needs when they need it, and alter learning patterns to better understand content that would ultimately enhance their learning. However, what negates this idea; all learners have different learning styles. Therefore, taking the position of explicit instructional learning would be more beneficial for learners to explore with guided instruction. Nevertheless, this stance will be based on supporting measurable evidence that will help others understand why this guided practice is used.

Thus, I would like for them to find their niche, as I have, realizing that it may not be in the sciences or art, or any of the subjects that I love, but that they can find a sense of who they are in learning. I need them to learn from me, but even more importantly, I want them to learn for themselves, or to learn to think for themselves. I wish for them to find their own way, weaving through complicated patterns of knowledge, and to come out on the other end a better person for learning it in their own way. I realize that this might sound somewhat naive, but I want you to know that I realize I will only have a 50-minute block in which to make an impact. I will be expected to present intelligent engaging lectures, in which I will only be given less than one hour to prepare this stunning lesson.

Even though we can have an experience we can choose not to question it or try to figure out the meaning of it. As human being we should be curious to know what our experiences meant, because it is in our nature to want to know. We also have the ability to know, and as human being we have to respect that. Seeking meaning for our experiences require us to ask questions which leads us to the second moral law, which is to be intelligent. This does not mean that a pe... ... middle of paper ... ...ed in our experiences and are reasonable enough to not allow prejudice to determine our judgment and re responsible enough to make decisions knowing that it is the right thing to do.

What’s meant by this is you can always ask a question, whether it is good question or a bad question really depends upon ones interpretation of the question. Since the answer isn’t always there in philosophy you must not give up on it. What you must understand asking questions to further seek wisdom is good for ones mind even if the question can’t be answered. Then again some answers might even lead to into further questions. Therefore, you might be stuck in a certain question or understanding for some time but it doesn’t matter as long as you keep seeking of the true and honest answer.

But for myself, that is not the case, I will help them out. And since it’s not out of pity on the person, but it’s my interest that I would want someone to help out and help me attain to be back on my feet. At this book I am moving towards what an “ethical egoist” might say a person is under no obligation to do anything except what is in his own interest (pg. 57). I am doing this, for the reasons that it’s in my own interest and not because someone is forcing me, but because I want to make them feel better.