Dr. Jane Vella Chapter Summary

who she was very close to. She explains that her father taught her and her brothers free will and to feel like they were human beings, although it was very dangerous for a slave. The more a slave possessed the notion of their own free will, the more likely they were to be disobedient, run away and be of no use to their owner. Slaves were supposed to think that they were less than human so that the masters not only had physical control over them but psychological control as well.

Immediacy is to change the congregational consciousness with immediate force. Reflection is to produce a reflective field of meaning. Praxis is to move the congregation from the situation at hand to theological contemplation, to some new understanding or course of future action. 7. 7.

In 1960s, Malcolm Knowles introduces andragogy - a new approach to teaching and learning for adult education with a focus on the learner. When initially presented in 1968, his theory comprised four core assumptions which, by 1998, evolved into a series of six, currently standing for the principles of andragogy - the means and methodology of teaching adults. Thus, Knowles differentiates adult education from child education in terms of need, self-direction, prior experience, readiness to learn, life-centred orientation, internal motivation [7]. Nevertheless, in our endeavour, we shall refer to the four basic core principles designed by Knowles as we believe that the two extra concepts later added are self-included: needs in motivation and self-directness

5.1 Reflective practice One major skill a person must improve to get the most from their studies is continuously reflecting on their work activities, as part of actively analysing, reviewing and improving performance, satisfaction and results. Fused with an individual new academic skill this reflection will inspire a person to alter their practices inside a workplace, hence developing an individual personal performance, as well as the overall performance of the organisation. A person will definitely be using critical reflection even if this has been concealed up until this point (Helyer, 2010, 21-22). David Gray stated reflecting continuously and usefully as a process which cause the growth of a dynamic synergy and dialectic between academic

Schön (1991) presented the concept of 'reflection in action' and 'reflection on action'. “Reflection in action is the process whereby the practitioner recognises a new situation or problem and thinks about it while still acting.” (Burns and Bulman, 2000) First I will discuss reflection in action.

This is not necessarily the case for all of the literature on Reflection; a brief overview will highlight the many contrasting theories that surround the concept: for example if we compare the process as described by Mezirow (1981) and Schon (1991). Mezirow(1981) identifies seven levels of reflection that are placed within a hierarchy. Mezirow makes the distinction between reflective action and non-reflective action. Non-reflective actions are defined as Habitual Action, thoughtful Action and Introspection. With reflective actions ranging from reflectivity to theoretical reflectivity (which involves challenging one 's underlying assumptions resulting in a changed perspective).

Scholarly Argument In order for any adult education organization to be successful, the bottom line should be considered, but ultimately decisions made in adult education programs should prioritize social justice imperatives. According to Brookfield (n.d.), “critical theory can be deemed effective to the extent that it keeps alive the hope that the world can be changed to make it fairer and more compassionate”. (p. 6) There are a variety of components that all work together to ensure the success of the organization.

Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012).

Educational philosophy and teaching styles are two aspects of adult learning that influence the teaching-learning transaction in colleges and universities. The educational philosophy can inform the educator with strategies and methods for implementing adult learning principles. Floyd (2010) described the importance of educators knowing their educational philosophy because self-examination and critical inspection of practices will create a consciousness of some unconscious beliefs that affect teaching practice.(1,2) The literature on educational philosophy explains, “When an adult educator engages in the practice of education, certain beliefs about life in general are applied to the practice” . Therefore, educators hold beliefs about how adults learn, how they should be taught, and what instructional practice should look like.

According to Faculty of Education at University of Cambridge, dialogic teaching is a way of teaching where talk is an effective way to carry out teaching and learning. It involves ongoing talk between two parties; the teacher and the students. In early 2000s, Robin Alexander developed this type of learning. Dialogical teaching helps teacher to discover students’ needs, assess their progress and so on. Dialogic teaching offers an interaction; which is between not only teacher and students; it could be between student and student.

It is essential to become ‘reflective practitioners’ as this will help to identify and affirm values and beliefs. Resources: A teacher needs to be resourceful. It is essential for teachers to be able to devise his/her own resources to make teaching and learning an engaging process and to prevent monotony from setting in.

Reflection can been described as a process of turning experience into learning, that is, it is a way of exploring experience in order to learn new things from it. Accrding to Boud, eogh, and Walker (1985:19) define reflection as “those intellectual and affective activities in which are engaged in by individuals to explore their experiences in order to lead to new understandings and appreciations”. Reflection often involves taking the unprocessed, raw material of one’s experience and engaging with it Inorder to derive sense from what has occurred. It often involves exploring messy and confused events and focusing on the thoughts and emotions that accompany them. Reflection can be undertaken as an informal personal activity either for its own sake or as a part of a structured course.

Listening is a vital skill that we use on a daily basis to successfully complete tasks. People mistakenly think that listening is a passive process, however, it is not. Most listeners actively distinguish between various sounds, intonation, word segments and vocabulary to construct a meaning (Vandergrift and Goh 2012: 269). Without listening our ability to effectively communicate would be lost. Similarly, effective listening skills are fundamental for language acquisition.

(2014). Effective Adult Learning A Toolkit for Teaching Adults. Retrieved October 13, 2014, from http://www.nwcphp.org/documents/training/Adult_Education_Toolkit.pdf. Focused on the trainer this document provides meaningful insight into the different types of learners, how to reach them along with questions and techniques to better gauge their understanding of new material. This can help the student to ask the questions that lead her to understand the learning style most effective to them.

The skills used by a person to properly interact with others. In businesses and in organizations the term generally refers to an employee's ability to get along with others while getting the job done. Interpersonal skills include everything from communication and listening, negotiation, feedback, persuasion, interviewing, and coaching. Good interpersonal skills are a prerequisite for many positions in an organization Listening Actively listening, that is fully concentrating with all senses on what is being said by the speaker this is just not only listening but .As well as giving full attention to the speaker.