TUTORIAL ONE

3. By providing examples discuss how a teacher can help become lifelong learners.

 Before students were feed information trained to memorize the whole story, hoping that they would hold a portion of what was taught. For today it is not enough just to feed information to children. Now the world is changing faster. If a people want to continue pace with this ever changing world, then learning can’t stop at graduation. Students and teachers must learn how to do things by knowledge by becoming lifelong learners. Good teachers inspire our young people to be lifelong learners, creating a culture of independent inquiry with their enthusiasm and passion.  Teachers can become life-long learners by realizing and acknowledging that life long-learning is essential by learning to keep up with changes through personal and professional development and by teaching with passion, inspiring young minds to see learning as something wonderful. The enjoyment and the motivation of teachers will help students learn. And also to motivate and encouraging   their goals, interests, improve them to become lifelong learners.

8) In what ways do you think teaching has become more professional than it was in the past? Justify your answer with examples from the profession. 

Today the teachers become more professional and it increased expectations and achievement. The teachers have increased their responsibilities not only for their students but also for their own improvements as teachers. In these days becoming a new teacher needs more work compare to the past years and it reflect in the technology, certification and licensing in many societies. The increased requirement are  in a part of response to the complexities created by the increasing diversity of students and increasing use of technology in class room. The studies can take many forms, but there are a few brief examples:

-          How precisely do individual children learn to read? In an action research study, the teacher might observe and track one child’s reading progress carefully for an extended time. From the observation she can get clues about how to help not only that particular child to read better, but also other children in her class or even in colleagues’ classes.

-          Does it really matter if a high school social studies teacher uses more, rather than fewer, open-ended questions? As an action of research study, the teacher might videotape his own lessons, and systematically compare students’ responses to his open-ended questions compared to their responses to more closed questions (the ones with more fixed answers).The analysis might suggest when and how much it is indeed desirable to use open-ended questions.

-          Can an art teacher actually entice students to take more creative risks with their drawings? As an action research study, the teacher might examine the students’ drawings carefully for signs of visual novelty and innovation, and then see if the signs increase if she encourages novelty and innovation explicitly.