Ordinary dictionaries define education simply as a process composed of triple vital elements related to appropriate stakeholders, such as teaching performed by teachers, learning as part of students' role, and training as an activity relevant for the two groups. However, this phenomenon is of deeper sense and its complexity expands beyond the aforementioned three constituents. First and foremost, education has multidimensional knowledge as its foundation. This aspect refers to either setting requirements before professionals, determination of its flow and evolution, or an ultimate goal that all individuals engaged in the process aim to achieve. Undoubtedly, this concept at large comprises a system of intertwined and interrelated components, differing in terms of the extent of their appropriateness within specified sectors of this knowledge-providing industry. To illustrate, these tenets involve theoretical background in the field that has been developed by the predecessors and practitioners for ages. Additionally, measurement tools applied for clarification of the students' needs and capabilities and teachers' approaches to using the results of these assessments in line with contemporary policies in the sphere are not less important to be considered. It follows that educator's strategies per every single lesson are grounded on huge amounts of knowledge one possesses and expands on daily basis, multiplied by constant observation over students and addressing their learning needs. Based on sufficient theoretical background in its entirety, educational process has to be mediated through the individualized approach to organization of teaching with respect to students' attributes.

The initial stage of teacher's inspiration derives from an array of the learning theories that are available, evolving, and emerging, though choosing an appropriate one for own practice depends on particular students' characteristics the teacher deals with. To illustrate, the key learning schools, such as constructivism, cognitivism, and behaviorism, and their followers sharply dispute regarding the supremacy and superiority of one over another for decades and even more. Each of them makes sense to a certain degree when offering its explanation of students' learning mechanism. On the one hand, constructivists ensure that knowledge occurs as a result of person's interaction between existing knowledge and ongoing experiences. On the other hand, cognitivists believe that human brain in the process of learning operates similarly to a computer. Namely, this black box allows the information from the outside world to come in, proceeds these data, and formulates specific mental constructions as implications of knowledge. In any case, no person is similar to another one. Thus, approaches to learning with respect to individual interests, abilities, and needs have to be either combined or simply individually chosen by the educator within specified learning conditions. By the same token, educators' awareness about the pros and cons of each theory in the field is of great importance in this case.

What is more, learning styles the teacher is able to operate are determined by the class specificities as well, notwithstanding knowledge of their variety is a must for any respectable professional. Indeed, when the theory of providing knowledge for a student is chosen appropriately, inaccurate learning style may result into failure to achieve anticipated outcomes. While one student in the class consumes information more productively when performing tasks in group, another can succeed only if it is presented with application of kinesthetic means or through verbal dimension solely. Again, this is up to the teacher which learning style to choose in certain circumstances. Nevertheless, prior knowledge and learning preferences of all students with no exception should be evaluated by the educator thoroughly in order to make sure that one maintains student-centered approach in learning for the maximal fulfillment of own professional expectations.

In order to meet the set learning and teaching goals, differentiation of teacher's instruction is to be followed as a way to grasp attention and comprehension of all students individually. This aspect requires substantial knowledge of theoretical argumentation of each of the element relevant for differentiation, such as learning content, environment and its constituents, process, and predicted outcomes. It refers to establishing variety in the class due to variety of students involved in learning process. In this regard, success of learning experience and products of teaching is determined by the ability of the teacher to organize the class performance in different ways for a variety of learners to achieve a holistic learning objective for the class in general. Again, theoretical knowledge of the educator is mediated through the students' requirements.

Apart from that, assessment is crucial at different levels and phases of learning and its role for properly organized and implemented teaching framework cannot be overestimated. Nonetheless, its applicability and value is also linked to individualization of educational process through the lens of students' needs. This concept is linked to clarification of prior learners' knowledge and abilities to perform particular tasks, evaluation of their progressing in the process and afterward in order to provide a feedback and advice for improvement, to list a few. It is critical at all stages of learning for multiple actors within educational procedure. For teachers, it is necessary to create, develop, monitor, and fix teaching strategies, ensure their appropriateness to students' needs and own professional growth. For learners, assessment if vital to understand own contribution and flaws in the process via positive feedback and find proper ways and motivation to self-improvement. For schools at large, this tool allows tracking overall performance achievements in comparison with statewide and national levels among other issues. In any case, the previously indicated interrelation between teachers' knowledge and students' needs works in this regard too.

Compliance with state and federal standards and policies, as well as incorporation of the most salient legally defined principles in the field is another must for the teacher. However, these elements should be implied with relation to and in accordance with appropriate characteristics of the students in the classroom, while others are called to maintain all-embracing equality. For instance, the No Child Left Behind relates to the latter in terms of holding statewide standardized tests for all students yearly, while providing accountability opportunities to public schools. This aspect of education is frequently changeable and has not to only involve teacher's awareness in the sphere but also one's ability to quickly respond to and adjust own strategies in line with occurring novelties.

The above discussion proves that teachers have to possess immense theoretical background for organization of educational process, though the entire procedure has to be mediated through students' needs undoubtedly. In order to succeed in the challenging and changing environment, the educator should be able to develop in line with all aforementioned factors or at least to be well aware of these critical components and their significance in education. The operational toolkit available for the professional allows being highly qualified in the field. The most important thing is to set students and their individual features prior to this in-depth knowledge but not vise versa. Knowledge of the specialist is to be used as a driver for learning progress, where both the teacher and one's students continuously learn to adapt to outside conditions and emerging trends. In any case, I am more than convinced that successful teacher has to combine features of a knowledgeable mentor and always-student by constantly absorbing innovations of the rapidly evolving world and applying the best of these factors in own practice.


Kajitani, A., Lehew, E., Lopez, D., Wahab, N., & Walton, N. (2012). The final step: A capstone in education. A. Shean (Ed.). San Die

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