Category Archives: Adult Education

My Professional Goals

Last 2017, I committed to a 10-year goal which is to live a meaningful life by committing to learning not for comfort but for character development. With this, I want to make use of my skills in teaching and research in helping a community in need.  With the remaining 5 to 6 years of myContinue reading “My Professional Goals”

My Reflections on the Core Assumptions of Skillful Teaching

There are 4 core assumptions of skillful teaching (Chapter 2; Brookfield, 2015). These are the following: Skillful teaching is whatever helps students learn. Skillful teachers adopt a critically reflective stance toward their practice. The most important knowledge that skillful teachers need to do good work is a constant awareness of how students are experiencing theirContinue reading “My Reflections on the Core Assumptions of Skillful Teaching”

My Professional Identity

Good day! In this blog, I’ll be sharing to you my personal and professional values as an instructor. To help me flesh out my professional identity, I took the teaching perspectives inventory and reflected on my results. Before talking about my TPI result, I’d like you to know more about TPI. Refer to the seriesContinue reading “My Professional Identity”

Moving Forward: Teaching in Diverse Classrooms

Brookfield (2015; chapter 8) emphasized the challenge and excitement in teaching and learning from a learning environment with diversity in a wide array of areas. In my case, the diversity that I experience the most in facilitating learning includes personality differences and learners from varying cultural backgrounds. I also wrote a blog related to thisContinue reading “Moving Forward: Teaching in Diverse Classrooms”

Acknowledging Resistance to Learning

One of the most frustrating teaching experiences is when I observe that students resist learning. It is frustrating in the sense that as a teacher, I am seeing that the opportunities I provided to students to share their thoughts, feelings, and experiences are not valued. A recent experience I had was facilitating a face-to-face learningContinue reading “Acknowledging Resistance to Learning”

Student’s Plagiarized Work: Teacher’s Ethical Dilemma

All of us, teachers, encounter a student who copies the sentences or paragraphs from others’ works and submit it as if it was their own. Let me tell you my own experience and share my thoughts about this ethical dilemma. In an undergraduate research writing course, a student submitted a final research paper with severalContinue reading “Student’s Plagiarized Work: Teacher’s Ethical Dilemma”

Empowering Students for Deep Learning

As a teacher, I do not only have the power to run my class, but I also have the responsibility to empower my students. In his book, Brookfield (p.241; 2015) contended that, “Learners exercise power when they suggest examples that clarify a concept or illustrate a principle, helping a discussion gather momentum.” This resonates withContinue reading “Empowering Students for Deep Learning”

Characteristics of Evaluation: Immediate, Regular, Individualized

Evaluation has to be a process that gives not only feedback to the adult learner to improve but also establishes trust between the teacher and the learner. Brookfield (1990, as mentioned in Fenwick & Parson, 2009) emphasized that the feeling of mutual trust is established through being sensitive with the adult learner’s feelings. With thisContinue reading “Characteristics of Evaluation: Immediate, Regular, Individualized”

Self-Assessment: A Powerful Tool for Continuous Improvement

Evaluation is a ‘systematic collection and analysis of data needed to make a decision’ (p. 3, Fenwick & Parson, 2009). The 9 purposes of evaluation include 1) comparing performance of the learner to the goals of the instruction, 2) guiding learners on what to improve, 3) keeping track of the progress, 4) assessing teaching strategies,Continue reading “Self-Assessment: A Powerful Tool for Continuous Improvement”