Academic development is a joint student responsibility and academic progress. It focuses on students facing the first experience, including theoretical orientations. Teachers prepare their lesson plans considering the special attention of each student to make every child progress at their pace and enhance student relations of similar assistance and maturity. This discussion will review the approaches needed to take students through four academic and developmental levels. These levels are Foundations, scholars, explorers, and missionaries.
Foundations are appropriate for students who are not reliant on readers. Personal Values, Absolute Love, Compassion, Integrity, Perseverance, Obey, Kindness, Resilience, Gratitude, and Courtesy are among the character values taught to Foundation students (Englander et al., 2016). This level of academic study focuses on reading fundamentals, fundamental math, and scientific topics, beginning writing abilities, and how to behave respectfully in the classroom (Ribner et al., 2017).
Explorers: Teachers use this academic development for students who are self-confident and self-determining readers. Teachers take these students through academic skills, explore new views, discover talents and abilities, and learn how to handle meaningful discussions (Ievdokymov et al., 2020). Teachers build leadership skills, in language arts, science, math, research, and history.
Scholars: When students gain adequate academic skills in classrooms, they are taken to scholar groups. Teachers take comments, ask questions, and encourage students to follow their parents’ instructions during these discussions (Ben-David, 2017). Scholars employ their academic expertise to comprehend the environment and their own goals better, putting their knowledge and abilities to work as they identify their academics. These students will start tailoring their learning to match their mission once they have mastered the scholar goal guides.
The last academic developmental level is phase mission. Students are self-dependent, desire to handle issues on their perception, and demonstrate high academic levels (Etzkowitz, 2017). At this level, carry out independent study without teachers’ assistance, can attend seminars, workshops gain valuable purpose and life experiences. This phase does not finalize the purpose driven by the learner. Now the learner can make desires at their ability, and live they want to live.
References
Ben-David, J. (2017). Centers of Learning: Britain, France, Germany, United States. Routledge.
Englander, R., Flynn, T., Call, S., Carraccio, C., Cleary, L., Fulton, T. B.,… & Aschenbrener, C. A. (2016). Toward defining the foundation of the MD degree: core entrustable professional activities for entering residency. Academic Medicine, 91(10), 1352-1358.
Etzkowitz, H. (2017). Innovation Lodestar: The entrepreneurial university in a stellar knowledge firmament. Technological Forecasting and Social Change, 123, 122-129.
Ievdokymov, V., Lehenchuk, S., Zakharov, D., Andrusiv, U., Usatenko, O., & Kovalenko, L. (2020). Social capital measurement is based on the “The value explorer” method. Management Science Letters, 10(6), 1161-1168.
Ribner, A. D., Willoughby, M. T., Blair, C. B., & Family Life Project Key Investigators. (2017). Executive function buffers the association between early math and later academic skills. Frontiers in psychology, 8, 869.