Pedagogicaland Anagogical Approaches to Instruction and Learning
Teachingenvironment has students with different needs of learning and it isthe responsibility of the teacher to identify the particular needsand use an approach that fits the students. They can either choosethe teacher-oriented approach which is the andragogy or use thestudent-focused approach which is the pedagogy. It depends on thelevel of education that tutors teach with lower classes requiring theteaching while the higher learning institutions need the andragogy.At the end of the learning period, the learner should be the onebenefiting more than the tutor. Education systems that exist in thecountry have allowed different variations so that they can addressthe needs of the learners and have them gain value for their moneyand for the time spent in classrooms.
Alearning environment requires the teachers and the people in chargeof teaching and directing the others select the best approach thatwill have the learners benefit. They should embrace an approach thatgives the students the maximum amount of knowledge so that they canenjoy the learning process. The process of learning should be fun andshould also be educative in all capacities of life. There aredifferent approaches used in the teaching environment of which theteacher in charge should select depending on the targeted studentsand the expected outcomes they hope at the end of the learning period(Sink, 2014). The pedagogical and the andragogical approaches arewidely used as methods of teaching and of giving instructions tostudents. Students can either be adults or children who are below theage of eighteen.
Themethods are similar in that each focuses on increasing the knowledgeof the learner and any technique that the tutor uses should reflect apositive outcome on the student. The andragogy approach focuses onadult learning with a bias on their understanding and support througha long-term gain on the adults. It gives the adults a chance to learnand understand the content at their pace while at the same timegiving them the opportunity to discuss with the fellow students onareas that they do not understand (Savery, 2015). The adults areindependent, and they, therefore, direct the learning process whilethe young students depend on their teachers for guidance on how toread.
Thepedagogy approach, on the other hand, focuses on the student andensures that lessons and tasks taught in the classroom are customizedto fit the needs of the students. Content for the learners, in thiscase, is to enlighten them and introduce them to life in generalwhile the adult process gives them a chance to improve their lifeskills as they already have a foundation of life in the differentbusiness activities they undertake. Adults are selective in what theywant and the approach allows them the chance to choose what they wantto read and the pace at which they read. The other approach, however,necessitates the need to guide the students through what they shouldlearn at that time so that they can gain the skills and knowledgeintended for their age (Millis, 2012). One of the advantages of bothapproaches is that they leave the learners with the right kind ofknowledge and information. It is evident that they become better thanthey were after the learning experience so that they can improvetheir lives.
Theworkplace has employees who are beyond the school going age, and themode of teaching or delivery of instructions to them should be amature way that gives the space and ability to adopt at their pace.They should have the freedom to engage in their duties andresponsibilities while at the same time have the chance to interactwith others. A program that increases the awareness of sexualharassment in the work environment requires that each employee isaware of techniques developed to help them. The andragogical approachas earlier aforementioned is an adult approach to relay instructionsand knowledge. However, since the sexual harassment information isgeneral and related to every person in the workplace despite thembeing male or female, there is a high level of importance to ensureeach gets the information. Designing the knowledge and customizing itwill require the need to have the pedagogical approach which isfocused on the young students however, the adults will be allowed tolearn at their pace (Sink, 2014).
Thesupervisor may need to incorporate a meeting and seminar that willhave the employees learn the different methods and forms of sexualharassment and make it compulsory for every employee to attend. Eachworker should visit, and if they need information, then themanagement should be ready and willing to avail the data. It willalso give them a chance on how to respond when faced with theharassment as well as deal with the situation without the involvementof the management in intervening. The workers can put defensemechanisms to protect their dignity and take the right action againstthe person harassing them. The management has the chance to make useof both methods in teaching the employees and ensure that the needsof each worker are met (Arends,2014).It gives the workers the confidence the assurance that the managementis more concerned about their welfare more than their ability to makemoney for the organization.
Learningbecomes interesting when the needs of the leaners are met and theteacher includes all their interests in the approach they use. Themost important aspect is prioritizing the needs of the studentsdespite their age so that they get the best content which will enablethem gain more knowledge. Hence, every environment, whether aclassroom or a workplace becomes necessary to determine the bestapproach and the information they need to attain at the end of thelearning process. The management on the other hand benefits throughthe different ways they learn on how to deal with the harassmentcomplaints as they deal with parties that know their rights. It makesit easy for them to intervene in cases where the harassment takes ahigher note than expected. The chance they give the adults inaccessing the information at the anytime is an indication that themanagement has some form of commitment.
Arends,R. (2014). Learningto teach.McGraw-Hill Higher Education.
Millis,B. J. (2012). Why Faculty Should Adopt Cooperative LearningApproaches. Cooperative Learning in Higher Education: Across the Disciplines, Across theAcademy,1.
Savery,J. R. (2015). Overview of problem-based learning: Definitions anddistinctions. Essential readings in problem-based learning: Exploring and extending thelegacy of Howard S. Barrows,5-15.
Sink,D. (2014). Design models and learning theories for adults. ASTDHandbook: The Definitive Reference for Training & Development.