Ashford EDU 695 Capstone Course Entire Coursework

Jul 6th, 2016
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I am looking for Ashford EDU 695 Capstone Course. I need the capstone back asap !!

I am looking for someone who ALREADY HAS THE COMPLETED COURSEWORK !!!!

If you do not have the EDU 695 Capstone Coursework, do not respond.

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(Top Tutor) Daniel C.
(997)
School: Carnegie Mellon University
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Hi. I uploaded your work. Please check it and let me know if everything is okay

THE VISION FOR LEARNING AND TEACHING COMPREHENDS
A vision can be defined as the capacity to envisage the future plans and market trends
accordingly. Educators need to have a good vision in order to dispense their teaching skills and
therefore ensure that students learn and grasp the contents taught well. According to Phelp
(2008), all teachers should have a clear vision in order to teach their students. I totally concur
with this sentiment. Researching more on vision of the educators, I have discovered some other
vision statements that can help teachers to become leaders. These vision statements include
“believe, learn and serve” and also “effort and excellence in a caring environment.” These
visions are so crucial in that some students fail to succeed in their career because of the lack of
vision. Consequently, the teachers and educators in general end up offering less knowledge to the
learners who greatly need it.
When teachers develop the sense of self confidence, they start believing in themselves
and therefore learn of how to teach and serve their students. Additionally, having a good vision
translates to a self motivation and makes the teachers work hard to ensure that there is academic
excellence among the students. The caring environment is also created as part and parcel of the
vision that the teachers have.
Students also love teachers who are visionary. Such teachers are always serious with their
work in terms of coming to school in time, ensuring that all the students perform well,
monitoring the students work among others. According to Phelp (2008), the educators‟ vision is
the basic focus in the overall development of the students‟ needs, skills, values and attitudes
towards becoming a self-disciplined, spiritual and well integrated member of the society.

WHY EDUCATORS SHOULD DO RESEARCH
Educators need to do research time and time again in order to upgrade their teaching
skills to the students. In order to do this, they need to constantly do reflective of their actions.
According to Somerville and Keeling (2004), reflective practitioners evaluate their actions and
make appropriate accommodations and changes in life. Similarly, educators should be reflective
in their line of duty.
There are many models that can be utilized to help us think reflectively. The Peters
(1994) suggests that we should to think of a particular circumstance we underwent and then to
allow ourselves to question the assumptions that we made regarding that situation. Furthermore,
Brookfield points out that we need to use „critical lenses‟, so as to look at a situation from our
viewpoint and the viewpoints of our colleagues, students and theoretical researchers. He refers to
these four viewpoints as the critical lenses and reminds us that reflective educator that is critical
understands that while meeting the needs of everyone may sound learner-centered and
compassionate it is psychologically demoralizing and pedagogically unsound. Any educator
knows very well that clinging to this assumption may only make him develop a permanent sense
of guilt at his inability to undertake this impossible task.” (Brookfield, 1998)
Additionally, another way of beginning the reflective process is by thinking of a „critical
incident‟. This idea was advanced by Flanagan (1954) and proposes that we should think of an
example that best demonstrates a situation we need to explore. For instance, if I needed to think
about being a student or learner, then I should think about a recent situation when I learnt a new
idea or skill. Critical Incident Analysis then leads me to ask, what are the factors that helped me
learn in that situation. What factor was difficult? Do these factors affect my students? I recall

during my basic training, the feeling of anxiety while waiting for the Corporal Instructors
selection of a recruit to illustrate to the training party the drill movement that we had just been
taught.
WEEK 2 JOURNAL
So what can I learn from such an example, if I remember feeling uncomfortable about
trying out this new skill before my fellow recruits, why then am I still doing the same to my
students, can I actually justify subjecting them through the very emotional terror that I underwent
all those years before. Evidently as soldiers the ideas and skills that I teach them are crucial and
indeed part of them need to become second nature. However, could I find a better way of doing
this without making the rest of the class an audience? This is the type of question that I need to
ask myself, when there is a critical incident to analyze. In short, critical incident analysis is
recognizing a problem basing on my own experiences and then scrutinizing it in a bigger
perspective. Dewey (1930) has argued that education must engage and enlarge personal and
communal experiences.
Therefore, thinking reflectively seems to be quite a risky task in that I am challenging my
comfort and taking for granted the safe places within my teaching. According to Dewey (1930)
“One can think reflectively when he is willing to bear suspense and undergo the problem of
searching. To many people, both intellectual search and suspense of judgment are disagreeable,
they wish to get them completed as soon as possible. They propagate dogmatic and over-positive
habit of mind, or feel perhaps that a situation of doubt will be considered as evidence of mental
inferiority. It is at the point in which test and examination enter into investigation that the
difference between bad thinking and reflective thought comes in...

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