A TEACHER

Being OUTCOME oriented has never limited me or my learners. Yes, I do pose specific skills, abilities, etc that one should possess to successfully complete the course of study; BUT, I am very careful as not to limit HOW one arrives at that success. I prefer that a learner uses a bit more meta-cognitive approach... how we think about what we think and how we measure what we think are deep philosophical teaching and learning issues. They are not just the domain of instructors. learners need to be exposed to this early in their learning process. In my areas of expertise(Education, Communication, and Leadership), it is much more important that I open the discussion and learning to sharing everyone's thoughts and not so much a definitive answer. When a definitive answer is required, it usually arrives without much dispute. Truthful Facts do not misrepresent or belie an issue.

The teaching profession has become quite regimented. In some scenarios like the Military, uniformity makes sense. The design is hierarchical and has built in demands. In civilian areas, often that rigid hierarchy is not the case. In a learning community, the leadership role moves around. As an educator, I have found that when learners understand that their learning is a personal responsibility, it opens them up to a wider range of thinking and response possibilities. They experience an awakening which values the individual and his/her idiosyncratic thoughts. Are there certain paradigms that seem to be accepted norms??? Yes... Do they have to be the only accepted norms? Is there room for other approaches? Are there other ways of arriving at an OUTCOME other than the standard way? This is what makes a PROFESSIONAL EDUCATOR shine. If one proposes that learners learn, then in my world, I better keep on track and keep on learning also.