Benefits Given for a Student Software Education

The educational software which was especially designed to give a response to the modern necessity includes two services accessible for both disabled persons or students generally: the electronic textbook which usually includes the same information conveyed by a standard printed textbook and interactive educational software.This is the reason why , to a student software education is an answer to many problems. saiba mais

Description for Electronic Textbooks

We can speak nowadays of these above mentioned electronic textbooks which can diminish the disadvantage encountered by students who require braille textbooks.Why is that? Generally because a serious flaw exist in the production of the braille textbooks:there are many students who ask for these textbooks specialized as educational material for blind children but the production series is completed long after classes begin. There is a logical explanation for these as decisions on what textbook should be used in class are made quite late and there are no electronic files to create the braille version.This can be applied in the case of math or any other scientifically subject as people who know the Nemeth Code the braille code for math are less every year.

Some of the disabled students are using audio taped books instead of the Braille version of the textbooks, but these have their flaws too as they entirely lack future references or some specific text mark which can enable students to go back to an explanation.This is why we can claim that for a software monografis are a way to preserve the usage of the same materials in class as well as the guarantee that everybody receives it in first day of school.

Interactive Student Software

When we talk about the interactive educational software, we can talk about revolution as this allows some students can take advantage of some multimedia and experimental learning which are the only means they can use to prevent ignorance. I am now talking about students who suffer from blindness and for this type of student software education can be the only solution as they cannot be exposed to that great variety of proper environments for learning or experimenting.As an example we can name the simulations for chemistry experiments which could not have been known by blind persons in any other way.Some biology experiments can be understood better by the usage of some typical simulations rather than not having them at all.

It should not be necessary to mention that the students who suffer from a certain disability such as blindness could not benefit from proper services such as the software education some years ago. The technology used nowadays have made this product both accessible and suitable for these students. Many education programs for children use the poor and rudimentary visual patterns of counting and color shades association. We can understand why a blind child could not take advantage of this product. Nowadays there are some programs which can teach students the same patterns by using other techniques.

Yet which are also visual but better designed, based on a better contrast for colors and so on. For a student software education is a replique of the future and everlasting technological possibility and probability. For more information, please visit https://saiadacriseagora.com/monografis-2-0-orientador-de-tcc/

Finding the Best English Editing Service

If you are trying to find an online editing service, it is best to know how to find one that will live up to your expectations. Your work is precious to you and should not be given to just anybody. Your editor needs to have high qualifications. What are you looking for an English editing service? As for me I prefer to use this service –> http://www.study-skills-tips.com/

This article will argue that you should get an inexpensive, highly educated, highly experienced editor with broad interests. You don’t want to have to spend a lot of money, but yet you need an editor that has enough education and plenty of interests to be able to tackle your work. And without experience, you can’t be sure he will be able to do the job right. After reading this article, you should be able to spot an editor that is right for your work.

First, an editor who works for an English editing service and is a Ph.D. student is a good find. If he is pursuing this level of education, you can be sure that he has enough editing and writing experience to get your work done right. www.study-skills-tips.com has the best editing service, please check them out.

If this highly educated editor is still in school, he is always editing and revising his skills. However, finding an editor with these abilities may be difficult.

Second, professional editing experience is required to be considered a good English editing service. If an editor has worked for at least two years as a professional writer or editor, he has probably demonstrated that he is a capable editor.

Two years work shows that he can handle your manuscript properly. In this field, two years demonstrates that his work is generally quality work.

Third, you should try to find an English editing service that is able to edit the manuscript in your particular field. Not everyone has a broad range of interests or abilities.

Editors who have not edited several different types of work may not be equipped to edit your work. An editor who has a wide range of interests is best.

An English editing service who has editors with these qualifications is likely to get your work done right. When looking for an online editing service, make sure that you have the best. Your editor should have these qualifications.

Handing over your precious manuscript and money to the wrong editor will be a disaster. Make sure you find the best! For more information, please visit study-skills-tips.com

What You Need To Know About Tuitions For Kids

When it comes to Additional tuition is beneficial to children of all abilities, and both children and parents can reap the rewards. Whether they are children who excel in their class in Maths and English and are possibly held back from learning further, children that need extra help and assistance with specific elements of the subjects, or children that have learning disabilities that challenge them in the classroom, can all be helped by tutors and English Enrichment Programme or English tuition class

Additional English tuition enables learning focus and improvement in literacy, including reading, writing and spelling. English tutors can also help the child to develop a strong awareness of and interest in reading books and literature at an early age, both non-fictional and fictional, using popular, tried and tested children’s authors that engage the children and captures their imagination.

Maths tuition includes learning focus and improvement in numeracy, geometry and arithmetic subjects and also teaches problem-solving, which helps children to become engaged and motivated with their Maths subject and Maths tutor.

A child can have additional Maths Enrichment Programme and/or English tuition to help them really accelerate their learning capabilities. Some children can find it challenging at school to learn easily, and may struggle to keep up with other children in the class which can, over time, knock their confidence. Having additional tuition lessons with Maths tutors and English tutors can further help and strengthen a child’s learning capability and capacity. With additional English and Maths Tuition Class and closer attention given to the pupil, tutors can help children’s self-confidence and boost their self-esteem to enable them to go on to learn more and become more and more confident in their abilities.

If a child has a particular learning difficulty with the particular subject area, tuition can really give an opportunity for the child to focus on these problem areas and the tutor can help the child to overcome any challenges that they face. Tutors will also encourage children’s learning at their own pace so that they can fully work through problem areas and improve. Tutors are fully trained and skilled to maximize and encourage the learning potential from every child, no matter what their ability is. Frequently in schools, classes and children can be very distracting, which further affects a child’s learning capacity. In a more focused setting, both tuition can be delivered to a higher level which will improve the child’s concentration on the subject and help to accelerate their learning.

Additional tuition also gives encouragement to children to boost their self-confidence and self-esteem, as frequent and consistent encouragement, rewards and recognition will motivate children to perform better and learn more.

For both English and maths tuition, clear and achievable target-setting and benchmarking is also key for successful learning results. This can allow tutors to measure a child’s performance and set clear benchmarks throughout the tuition period to effectively monitor and evaluate the child’s learning progress, and to assess whether special focus needs to be diverted to particular areas of the subject. Besides that, Chinese Enrichment Programme or Chinese Tuition Class is also important when it comes to improving your children abilities.

 

15 Things To Hire the Right B2B Telemarketing and Appointment Setting Company

Hire the Right B2B Telemarketing and Appointment Setting Company

1. Management
Successful companies know that having an experienced management team is absolutely critical to the success of any campaign. They are the life blood support to the callers. They coach, train, motivate, and control quality and performance standards. Finally they provide ongoing communication and strategy refinements with their clients. Make sure you fully understand a company’s management structure. Proactive communication is crucial to keep you in the loop of activities on your program. Make sure to ask the provider how often and accessible the management staff is at all times.

2. Caller Experience
Obviously caller experience is a critical component for a successful campaign. Maturity and professionalism are key, especially with B2B marketing. Avoid companies that hire young kids to represent your company. There are different levels of caller experience required depending on the complexity and level of difficulty of your campaign. The Company should provide pricing options that directly coincide with caller talent needed for you to be successful.

3. Exclusive Dedicated Callers or Not
Physical brick and mortar call centers typically use multiple callers working on multiple campaigns. They typically use predictive dialers that are filled up with several programs and read off of scripts. Avoid using traditional call centers. They may be OK for B2C campaigns, not so much for B2B. The company should offer you the ability to have your own dedicated callers that specialize on your program. However with that said, this option should also coincide with the number of calling hours you commit to. A dedicated agent usually requires 5 hours a day of work. If you choose a smaller block of hours, it is likely that your agent will need to work other programs as well to earn a living.

4. Structure and Process
A reputable company should have a clear and concise on-boarding and implementation process. There should be a clearly defined company structure. You the client should have clear expectations on the daily operations of your program from training, launch, and ongoing operations. The company should not only be able to communicate this to you, but should be able to give you documentation for your reference.

5. Fees and Pricing
Reputable companies charge between $20-$30hr if they use USA based or Canadian callers. Good companies should have an option for performance based incentives and hybrid plans. The fees you pay a provider should directly coincide with the talent level of caller needed to make your program successful. If you don’t need the cream of the crop because your program is simple and straight forward then you should not have to pay the same rate for that caller. It is understandable to want the best price for your campaign. However, you can bet that the less you pay the company then something has to give for them to still make a profit. It is usually the callers pay and that caller is the one representing your company. You are hiring people, not purchasing tangible goods where price can be haggled. It is important to understand this. Remember your Return on investment is what matters, not what you save upfront. The saying you get what you pay for is more accurate than ever when dealing with people resources.

6. Pay for Performance
Although this may sound great to you, you need to be aware of the logistical implications for the company to run such a program. Very few talented callers if any are lining up to work on this basis only. Even if the company can get some, they will generally force leads to get paid and jeopardize the reputation of your company. Turnover is very high and the program usually never gets off the ground. Additionally because of all the many variables such as your value proposition, target market, decision maker title, geographic market, etc. make it very difficult for a company to predict exact results. However, a fair approach to this is to have the company conduct a small performance benchmark pilot on an hourly basis. Upon completion of the initial pilot, the provider should be able to accurately quote you on a per lead basis because they have obtained a true performance benchmark from the metrics achieved during the pilot. This also solves the problem of finding talented callers willing to work your program because they to know what they are able to produce from the pilot. Of course you may also want the option of staying at the fixed hourly fee as most companies will charge a premium for a Pay per result basis if they offer it at all.

7. Guarantees
In all reality a legitimate company can’t make any true guarantees on results. There are too many variables and market conditions to make such claims. Avoid any company that can magically tell you what you should expect. Sure, reputable companies should be able to give you some ballpark estimates based on their experience, but they should be estimates, NOT guarantees. If a company is guaranteeing you specific results, then more than likely you are guaranteed to lose your money. These companies are looking to make a quick buck with your hard earned money. Run the other way and fast. They will make a chunk of money, destroy their reputation, then go out of business and resurface under a different company name. However, with that said it is certainly reasonable for a company to guarantee you the ability to cancel the program at some point and receive your money back for time not used. Konsekutivdolmetscher München

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8. Minimum commitment and realistic expectations
A reputable company should be forthright in giving you realistic expectations. They should not be afraid to tell you what is real and what is smoke and mirrors. Your trust in the company should be at the top of their priority list. B2B Telemarketing works very well, but you must understand it is a process that takes time to develop. Getting through to the right decision maker, sending follow up collateral, following up, etc. If you only commit to a very small amount of hours, then you need to expect a very small amount of results. In our expert opinion, anything less than 40 hours is not a true measure of what the program will do for you. It’s amazing how many times companies will purchase a tiny block of hours, see little or no results and then say telemarketing does not work. You must be realistic and the company you work with should be able to tell you the time commitment needed to properly pilot your specific program. Begleitdolmetscher München

9. Gimmicks
Beware of any company that makes claims such as double your sales, guarantees results, pushes too hard, or is using some gimmicky sales language on their website or collateral. More than likely this is how they will represent your company. They are probably looking to make quick money by taking yours. Run away and fast! These companies come and go by resurfacing under different names. Don’t be fooled. Check to see how long the company has been operating under one particular name. Reputable companies are focused on the long term success and want your ongoing business.

10. Refund Policies
All reputable companies should provide you with an easy to understand refund policy. Avoid them like the plague if they have no policy in place.

11. Reports
The company should be able to offer you reports that contain all performance metrics not just results. You need to see how many dials per hour they are doing, leads per hour, number of requests for information, emails sent etc. You should never have to pay for reports. The more reputable companies have invested in an online system where you are able to log in and see detailed reports on your campaign. Ask them to show you the system and how it can be customized for your needs. Verhandlungsdolmetscher München

12. Brick and Mortar or Virtual
Folks, this is not the 80’s anymore. Technology has made it very easy for companies to utilize remote callers very effectively. We believe this model is vastly superior to a brick and mortar model. You don’t have to pay for their overhead, such as cubicles, computers, lease fees, telecom, etc. They still need to make a profit so they probably have to pay their callers less. Virtual companies do not have a limited labor pool, therefore they can hand select talented callers from across the USA and Canada. Their callers are much happier and more productive because they are not sitting in traffic commuting to a stuffy boiler room call center. They are not distracted by other callers sitting next to them. Your prospects don’t hear call center noise or predictive dialer delays. They will argue to death to defend their outdated business model because they have way too much overhead invested in it to lose it.

13. Offshore or NOT
If you are trying to sell your product or service in North America, you should always avoid offshore companies such as those in India or the Philippines. You should always use callers who reside in the country you are selling to. The only exception that has proven to work is USA or Canadians selling into English speaking Countries such us the UK and Australia. Yes, there is no question that offshore companies are cheaper. However, you will almost always be throwing your money down the drain if you choose to hire them. Not to mention the substantial communication barriers you will face.

14. Call Center or Business Development Firm
After the Federal Do Not Call regulations came into existence many traditional call center “boiler room” types had to switch their focus to B2B as they observed B2C business dry up. One day they were setting appointments for home improvements or selling magazine subscriptions and the next day they were calling CEO’s and business owners. How is that possible? The skill sets required for a successful B2B program are completely different than those of the B2C world. Professional B2B service providers understand and embrace the specific skill sets that are necessary in a qualified business level telemarketer. For example, while being able to establish rapport with a decision maker is very significant in business it is even more important to stimulate interest and establish credibility within a short period of time. The company should understands that business acumen needs supplemented by good questioning skills.

15. Experience and reputation
Do your homework. There are many companies that pop up in the industry making ridiculous claims and guarantees, only to take your money and go out of business. They usually resurface under a different business name. Check the company’s references if you are seriously considering moving forward. Check their Better Business Bureau rating for any complaints. Experience and reputation are everything when choosing the right company to represent yours.

For more information,Please visit https://www.profischnell.com/dolmetscher/

 

How to Learn a New Language With Facebook and Twitter

Learn a New Language With Facebook and Twitter

Learning a new language is one of those things that almost all of us have on our ‘to do’ lists or on our bucket lists. We all want to be able to speak a new language because it makes us seem smart and sophisticated and impresses others, but also because it allows us to open our minds to learn about a culture other than our own and because it trains our brains to be able to think in a new way and outside of its usual restrictions.

The problem is though that learning a new language is no small undertaking. This is something that requires you to get your brain to think in whole new ways, to learn countless new rules and concepts and to take on thousands of words to attain a decent vocabulary. With many of us being so busy, and not having learned anything new for so long, taking on such a challenge can often become a pipe dream.

Using Facebook and Twitter though is the perfect way to learn a bit of your chosen language every day and on the fly without it eating into your routine. This way you can do your revision while you’re in a queue, and you can immerse yourself in the language when you’re not thinking about it. Here we will look at some ways you can use Facebook or Twitter to help you develop a new language…

Trust the Experts

On Facebook you can become ‘friends’ with people and you can ‘like’ groups, while on Twitter you can choose to ‘follow’ either individuals or organizations. Either way you’ll then be updated with their statuses and get to read what thy put in regularly. There are plenty of great services on both Facebook and Twitter that are precisely aimed at helping you to learn new languages, so follow one of these and you can get a new word in your chosen language a day or some intermittent grammar rules updated throughout the week.

Listen to Strangers

Of course you can also just follow a range of other accounts in the language you want to learn and this way you’ll be able to see how people are regularly using that language on a day to day basis. Likewise you’re also likely to find people posting videos on YouTube and articles and all of these are links to great resources where you can test your knowledge and improve.

Pen Friend

In school one of the strategies your teacher probably used was to try and get you to talk to a pen friend – and actually this technique is still perfectly sound and will work even better on Facebook or Twitter. Just find someone who seems friendly through your chosen social network (you can go for a friend of a friend to make things a little less weird) and message them to ask if you can start up a conversation in their language. If you can find someone who wants to learn English then even better as you’ll both benefit from the arrangement.

Higher Education and Society-What You Need To Know

Higher Education and Society

Institutions of education, and the system of which they are a part, face a host of unprecedented challenges from forces in society that affect and are influenced by these very institutions and their communities of learners and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in information and telecommunication technologies, globalization, competition from new educational providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands and pressures for fundamental changes in public policy and public accountability relative to the role of higher education in addressing pressing issues of communities and the society at large. Anyone of these challenges would be significant on their own, but collectively they increase the complexity and difficulty for education to sustain or advance the fundamental work of serving the public good.

Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.

Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A “movement” approach for change holds greater promise for transforming academic culture than the prevailing “organizational” approach.

Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.

The Common Agenda is specifically designed to support a “movement” approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.

A Common Agenda

The Common Agenda is intended to be a “living” document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.

This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society’s pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education system

VISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusivity, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.

MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.

GUIDING PRINCIPLES

I believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.

We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.

We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to “walk the talk” relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.

THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complimentarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as “point persons” for that particular item. A list of “point persons,” with their organizational affiliation(s) is included with the common agenda.

ISSUES

ISSUE 1: MISSION AND ACTIONS

Public understanding more and more equates higher education benefits with acquiring a “good job” and receiving “higher salaries.” To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.

Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.

Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.

Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogue on every level of society. Organize a series of civil dialogues with various public sectors about higher education and the public good.

ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPS

Approaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.

Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.

Goal: Create broad and dispersed communication systems and processes.

Action Items:

Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).

Goal: Create and support strategic alliances and diverse collaborations.

Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concerns

ISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS

Education should attend to the implicit and explicit consequences of its work, and reexamine “what counts” to integrate research, teaching and service for the public good to the core working of the institution.

Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.

Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity education

Goal: Foster a deeper commitment to the public good.

Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty development

Goal: Identify, recognize, and support engaged scholarship.

Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutions

Goal: Bring graduate education into alignment with the civic mission.

Action Items: Work with disciplinary associations to hold dialogues on ways graduate student training can incorporate public engagement, involvement and service Promote “civic engagement” within academic and professional disciplines according to the disciplines’ definition of “civic engagement” Incorporate the concept of higher education for the public good into current graduate education reform efforts

ISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM

Promoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.

Goal: Align governing structures and administrative strategies.

Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.

Goal: Publicly recognize and support valuable engagement work.

Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.

Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.

Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.

Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).

Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.

Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.

 

Do You Know How to Be an Engaging and Highly Effective Educator?

Do You Know How to Be an Engaging and Highly Effective Educator?

Anyone can teach. We teach each other every day. For example, we give instructions to each other for such things as cooking, putting together furniture, and completing household other tasks. However, teaching someone is different than the process of educating someone. Consider the difference between informal learning and formal learning. An example of informal learning would be following a recipe to learn how to cook. In contrast, formal learning occurs within a classroom and usually is accompanied by evaluation and assessment. It may seem that teaching and educating are the same thing; however, the difference has to do with the place or context for learning.

This is the same distinction can be made for teaching informally (giving instructions) and teaching students in a formal classroom environment. A person enters the field of education as a profession – either full time in traditional academic institutions or as an adjunct (or part time) instructor. The reasons vary for why someone would choose to be in the classroom. A traditional full time professor may likely be responsible for conducting research, teaching, and publishing scholarly work. An adjunct instructor may teach in a community college, traditional college, or an online school. When someone teaches students in higher education he or she may be called a facilitator, instructor, or professor. This is important as there isn’t a job with the word educator in the title.

The questions I would like to answer include: What then does it mean to be an educator? Does it signify something different than the assigned job title? What I have learned through my work in higher education is that becoming an educator is not an automatic process. Everyone who is teaching adult students is not functioning as an engaging and highly effective educator. However, it is possible to learn how to educate rather than teach and that requires making a commitment to the profession.

What Does It Mean to Teach?

Consider teaching as part of the system of traditional, primary education. Those classes are teacher-led and children as students are taught what and how to learn. The teacher is considered to be the expert and directs the learning process. A teacher is someone who is highly trained and works to engage the minds of his or her students. This style of teacher-led instructional continues into higher education, specifically traditional college classrooms. The teacher still stands at the front and center of the class delivering information, and students are used to this format because of their experience in primary education. The instructor disseminates knowledge through a lecture and students study to pass the required examinations or complete other required learning activities.

Within higher education, teachers may be called instructors and they are hired as subject matter experts with advanced content knowledge. The job requirements usually include holding a specific number of degree hours in the subject being taught. Teachers may also be called professors in traditional college classes, and those positions require a terminal degree with additional research requirements. For all of these roles, teaching is meant to signify someone who is guiding the learning process by directing, telling, and instructing students. The instructor or professor is in charge, and the students must comply and follow as directed. Here is something to consider: If that is the essence of teaching, is there a difference between that and educating students? Is the role of a teacher the same as that of an educator?

What Does It Mean to be an Educator?

Consider some basic definitions to begin with as a means of understanding the role of an educator. The word “education” refers to giving instruction; “educator” refers to the person who provides instruction and is someone who is skilled in teaching; and teaching is aligned with providing explanations. I have expanded upon these definitions so that the word “educator” includes someone who is skilled with instruction, possesses highly developed academic skills, and holds both subject matter knowledge and knowledge of adult education principles.

Skilled with Instruction: An educator is someone who should be skilled in the art of classroom instruction, knowing what instructional strategies are effective and the areas of facilitation that need further development. An experienced educator develops methods that will bring course materials to life by adding relevant context and prompting students to learn through class discussions and other learning activities. Instruction also includes all of the interactions held with students, including all forms of communication, as every interaction provides an opportunity for teaching.

Highly Developed Academic Skills: An educator must also have strong academic skills and at the top of that list are writing skills. This requires strong attention to detail on the part of the educator and in all forms of messages communicated, including anything written, presented, and sent via email. The ability to demonstrate strong academic skills is especially important for anyone who is teaching online classes as words represent the instructor.

The use of proper formatting guidelines, according to the style prescribed by the school, is also included in the list of critical academic skills. For example, many schools have implemented APA formatting guidelines as the standard for formatting papers and working with sources. An educator cannot adequately guide students and provide meaningful feedback if the writing style has not been mastered.

Strong Knowledge Base: An educator needs to develop a knowledge base that contains subject matter expertise, as related to the course or courses they are teaching, along with knowledge of adult education principles. I know of many educators who have the required credit hours on their degree transcripts, yet they may not have extensive experience in the field they teach. This will still allow these educators to teach the course, provided that they take time to read the course textbook and find methods of applying it to current practices within the field.

Many schools hire adjuncts with extensive work experience as the primary criteria, rather than knowledge of adult learning principles. Those instructors I have worked with who do have a strong adult education knowledge base generally acquired it through ongoing professional development. That was my goal, when I decided on a major for my doctoral degree, to understand how adults learn so that I could transform from an instructor to an educator.

Becoming an Engaging and Highly Effective Educator

I do not believe that many instructors intentionally consider the need to make a transformation from working as an instructor to functioning as an educator. When someone is hired to teach a class, someone other than a traditional college professor, they often learn through practice and time what works well in the classroom. There will likely be classroom audits and recommendations made for ongoing professional development. Gradually the typical instructor will become an educator as they seek out resources to help improve their teaching practices. However, I have worked with many adjunct online instructors who rely on their subject matter expertise alone and do not believe there is a reason to grow as an educator. For anyone who would like to make the transformation and become an engaging and highly effective educator, there are steps that can be taken and practices that can be implemented.

Step One: Continue to Develop Your Instructional Practice

While any educator can learn through time on the job, it is possible to become intentional about this growth. There are numerous online resources, publications, workshops, webinars, and professional groups that would allow you to learn new methods, strategies, and practices. There are also social media websites such as LinkedIn and Twitter that allow for the exchange of ideas and resources within a global community of educators.

You can also utilize self-reflection as a means of gauging your effectiveness. I have found that the best time to review my instructional practice occurs immediately after a class concludes. That is a time when I can assess the strategies I have used and determine if those methods were effective. Even reviewing end of course student surveys may provide insight into the perspective of my students.

Step Two: Continue to Develop Your Academic Skills

I know from my work with online faculty development that this is an area of development that many educators could use. However, it is often viewed as a low priority – until it is noted in classroom audits. If an educator has weak academic writing skills, it will interfere with their ability to provide comprehensive feedback for students. For online instructors, that has an even greater impact when posted messages contain errors with spelling, grammar, and formatting. The development of academic skills can be done through the use of online resources or workshops. Many online schools I have worked for offer faculty workshops and this is a valuable self-development resource.

Step Three: Continue to Develop Your Subject Matter Expertise

Every educator has subject matter expertise that they can draw upon. However, the challenge is keeping that knowledge current as you continue to teach for several years. The best advice I can offer is to find resources that allow you to read and learn about current thinking, research, and best practices in your chosen field. This is essential to your instructional practice as students can ascertain whether you appear to be current in your knowledge, or outdated and seemingly out of touch. Even the use of required textbooks does not ensure that you are utilizing the most current information as knowledge evolves quickly in many fields.

Step Four: Continue to Develop Your Knowledge of Adult Learning

The last step or strategy that I can recommend is to gain knowledge about adult learning theories, principles, and practices. If you are not familiar with the basics there are concepts you can research and include critical thinking, andragogy, self-directed learning, transformational learning, learning styles, motivation, and cognition. My suggestion is to find and read online sources related to higher education and then find a subject that interests you to research further. I have found that the more I read about topics I enjoy, the more I am cultivating my interest in ongoing professional development. What you will likely find is that what you learn will have a positive influence on your work as an educator and will enhance all areas of your instructional practice.

Working as an educator, or someone who is highly engaged in the process of helping students learn, starts with a commitment to make this a career rather than a job. I have developed a vision related to how I want to be involved in each class I teach and I recommend the same strategy for you. You may find it useful to develop teaching goals for your career and link your classroom performance to those goals. For example, do you want to complete the required facilitation tasks or would you rather put in the additional time necessary to create nurturing class conditions?

After developing a vision and teaching goals, you can create a professional development plan to prompt your learning and growth in all of the areas I have addressed above. While this strategy may require an investment of time, it is helpful to remember that we always make time for whatever we believe is most important. Being an educator is not sustaining a focus on job functions, rather it is cultivating a love of what you do and learning how to excel for the benefit of your students. Becoming an engaging and highly effective educator occurs when you decide that teaching students is only part of the learning process, and you work to transform who you are and how you function, while working and interacting with your students.

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