From the reading, it is evidenced that the big difference between educators and teachers is professionalism involved. I agree with the writer that educators leave a lasting impression on learners compared with teachers whose overall transformation is minimal. Similarly, educators have more content and have acquired professionalism that makes them to play a coaching role than teachers (Adeboye, 2006). Thus, teachers seem to be an entry point to being an educator because they seem to be shallow in content compared to educators who transforms learners.
Learning theories are essential in creating conducive atmosphere that favors learners in any environment. Many learning theories exist and their application varies with the situation. The most adopted one is behaviorism theory that stipulates that behaviors are learnt. In the learning process, one chooses what suits him or her. Therefore, it is not necessary that one must learn certain behaviors but only those that one feels best suit the situation. It is also because of this that many people living in the same environment come to think differently simply because of selective learning they adopt.
I also agree that adult learns through experience. It is what they have come to experience that bring them back to school. This means that they come to school to bridge the knowledge that they lack and what they want to learn. Thus, the principles of learning include building on experience, self-direction, and readiness to learn. The self-direction when learning is what propels adult learners to embrace different learning channels such as online learning (Sandlin, Wright & Clark, 2011). Moreover, the autonomy that students enjoys or adults enable them to take initiative of doing what they want and this makes them not give up on it.
- Adeboye, J. (2006). An overview of selected theories of adult learning. International Journal of Learning, 12(12), 139-143
- Sandlin, J., Wright, R. & Clark, C. (2011). Reexamining theories of adult learning and adult development through the lenses of public pedagogy. Adult Education Quarterly, 63(1),