Educators are professionals who apply their competencies to create environments and situations that make it possible for their learners to understand the presented content. These experts should have a strong background in the field of education since it empowers them to identify students’ diverse needs. They present a wide range of opportunities that will help the learners make the most appropriate decisions. The provision of resources is also critical throughout the process to support the realization of the intended goals. Unfortunately, these educators will encounter various challenges and obstacles that have the potential to disorient the recorded gains. The biggest problem that future educators stand to encounter in their respective careers is the ability to provide personalized instructions to learners with diverse needs, there is a need for them to learn how to prepare and provide personalized content, consider some of the recorded cultural attributes, and engage in lifelong learning to acquire additional competencies in dealing with students with diverse backgrounds.
The primary roles of an educator include planning, analyzing, and preparing lessons that deliver the right content to the identified students. He or she will be part of meetings and decision-making processes to meet the demands of the students. Such a professional will address emerging concerns, engage the learners, and solve most of the emerging challenges. The idea of continuous learning becomes critical since the individuals will have to acquire additional insights and skills that can help them offer high-quality content (Ntumi, 2016). Depending on the field in question, the practice remains essential since it ensures that such experts are prepared for problems that might emerge.
It is agreeable that teachers continue to encounter diverse problems in their respective settings. With such issues in place, educators are pressurized to focus on the intended content and make decisions that can make the entire learning process smooth and profitable. They need to follow the instructions their leaders and administrators provide. The tight schedules and the demand for personal improvement remain challenging for most of these professionals (Gillett-Swan, 2017). However, the majority of them are aware of some of the existing issues and the best ways to implement personalized approaches to address them. The ultimate aim should always be to analyze the problems the targeted learners encounter and solve them amicably. Such a practice is essential to make the learning process acceptable and successful (Mahmood & Iqbal, 2018). A detailed analysis of the major problem encountered in this sector could help more professionals focus on the best solution to meet the demands of more students.
Educators encounter numerous predicaments in their respective fields. The occurrence of such problems can make it impossible for these professionals to pursue their goals and meet the demands of the targeted followers. These experts should be prepared for such issues and developed superior solutions or initiatives to address them (Mahmood & Iqbal, 2018). While this is the case, it is agreeable that each individual educator might encounter a unique problem that is capable of affecting his or her teaching goals (Gillett-Swan, 2017). The biggest problem that all stakeholders should be keen to address is the ability to provide personalized instructions to learners with diverse needs and expectations. Over the years, the training process for most the professionals has remained traditional and incapable of considering the changes the global society has gone through over the years (Dhawan, 2020). These gaps are expected to continue presenting additional predicaments that all stakeholders need to take into consideration.
This forecasted challenge arises from the nature of information consumption and acquisition in this 21st-century world. Over the years, the curriculum has remained fixed in such a way that it provides the same content and instructions to students in different regions or classrooms. Unfortunately, the invention and the subsequent proliferation of the Internet is an unstoppable trend that is taking the world by surprise (Ahmadi, 2018). More people are presently empowered and capable of obtaining any form of information that is capable of supporting their career or learning processes. The emergence of social media platforms is making it possible for individuals to share ideas and content that would have been unavailable several years ago (Dhawan, 2020). While these trends continue to take shape at the global level, the field of education has remained reluctant and unable to implement additional transformations that can deliver a paradigm shift. This analysis supports the fact that more children are focusing on the best ways to expand their competencies while consuming personalized information.
The selected problem describes how any future educator might find it hard to maintain, understand, and meet the demands of my learners. The expectations and interests of many students are changing every single day. This trend is attributable to the presence of technological devices and platforms that have redefined the way humans interact and share information. The educational sector is yet to fully integrate most of the innovations and ensure that they are capable of transforming classroom activities (Sareen & Nangia, 2020). These gaps leave the teacher unprepared and incapable of designing lessons and content that can meet the needs of the targeted students. The possession of skills that are deemed traditional or unpractical worsens the problem even further. In such a situation, it is usually hard for the learners to receive the relevant information and be in a position to expand their competencies.
Many experts in this field acknowledge that the process of preparing educators is inadequate and incapable of meeting the recorded market demands. For instance, these teachers acquire competencies and lessons that are not in tandem with the problems that might be experienced in the coming future. The preparation process and the ideas available to these professionals fail to consider some of the possible changes and trends that will be experienced in the coming years (Boakye & Amphiah, 2017). The experts have also lacked the tools and knowledge to be ready for unpredicted changes and expectations depending on the targeted sector. These facts explain why the current level of expertise many educators possess should be considered inadequate and incapable of supporting the needs of my learners.
Educators understand that individuals are different in many ways. While some learners might be pursuing the same course or field, chances are high that their expectations from the educators would differ significantly. The rate and speed of acquiring and grasping the delivered content tend to be unique from one student to the other. The materials and support equipment educators use to teach their students might not be effective for all of them (Boakye & Amphiah, 2017). These issues explain why teachers should be conversant and aware of individual needs in the classroom. Unfortunately, the training process for education remains ineffective since it fails to offer proper preparations for teachers to ensure that they are empowered to consider these issues and address them accordingly (Boakye & Amphiah, 2017). The ultimate goal is always to empower the learner and prepare him or her for the anticipated career goal. This understanding should dictate the practices and initiatives that have the potential to deliver positive results.
Throughout the learning process, it is would be agreeable that the nature of preparation available to educators does not consider the major problems that might be recorded in the future. On the other hand, most the students are keen to acquire practical and applicable content that will guide them in their present and future careers (Sareen & Nangia, 2020). These aspects explain why a broken link exists between the educator and the learner. Without proper solutions or strategies to address some of these issues, more educators might not be prepared for better results in the near future. The absence of evidence-based structures and frameworks means that more students will be unable to record meaningful outcomes.
Many classes are becoming more diverse than ever before due to the changing wave of globalization. Learners or individuals in need of new ideas are traveling from one region to another. It is agreeable that more teachers might be unable to design proper lesson plans and integrate the demands of these people with diverse backgrounds throughout the content delivery process (Boakye & Amphiah, 2017). This problem exists because most of the teaching methods available for many educators do not take the issue of cultural competence seriously. While some institutions and programs are at integrating the concept, a gap still exists that requires an evidence-based approach (Ntumi, 2016). Although this problem is capable of affecting the future performance of many educators, it would be agreeable that some solutions are available to change the situation and help deliver desirable outcomes.
The problem described above reveals that teaching might become complicated and unproductive in the near future. The educational sector has been relying on rigid content and processes that might not match the changing expectations of many students today (Boakye & Amphiah, 2017). Most of the learners are becoming more impatient since the level of competition is on the rise. Some individuals are focusing on expedited courses that can be completed within a year or two. Others are combining their careers with the anticipated lessons in an attempt to maximize their potential (Cloete, 2017). The Internet is also becoming a powerful source of information for most of these students. These developments explain why there is a need for individual educators to consider personalized efforts that can help tackle such problems.
To address this problem, the first approach would be for professionals to consider the importance of maintaining their focus on every student’s interest. Depending on the nature of the learners and the selected classroom, they should be keen to prepare personalized content that is capable of reducing the problems arising from cultural differences (Mahmood & Iqbal, 2018). The identification of each student is an evidence-based approach that can make it easier for me to appreciate his or her expectations from the class. This initiative will also guide more educators to understand what their students know already and the key areas where the content should target (Ahmadi, 2018). Such an approach can make it possible for me to reduce the time taken to deliver the right content. The process will also empower the learner and prepare him or her for her future career goals.
The issue of technology remains critical when focusing on the best solution to this problem. One undeniable fact is that most modern learners have access to handheld devices and computers. They are able to search for additional information and improve their competencies (Mahmood & Iqbal, 2018). Some are learning to complete their academic courses online due to the power of the Internet. As an educator, it would be appropriate to consider the best approaches to tap the potential this technology presents in every classroom (Mahmood & Iqbal, 2018). With this understanding, the second solution would be for educators to embrace the power of continuous learning while focusing on the demands of students with diverse backgrounds. It will be appropriate to consider the best approaches to guide the learners and ensure that modern innovations are capable of supporting the entire educational process. Such a move will also make it easier for me to identify and solve some of the emerging problems that have the potential to disorient the entire learning process.
This strategy will make it easier for more educators to personalize the teaching experience and process. Teachers will be expected to offer the right support to ensure that all learners remain dedicated throughout the period (Mahmood & Iqbal, 2018). Professionals in this sector should provide additional ideas and concepts that can make it easier for them to offer personalized content. The move to remain involved, guide different learners, and address the existing social and cultural differences will support the delivery of timely results. Educators should guide their respective students to collaborate and work as teams to ensure that the learning process is successful and capable of delivering the intended results (Ahmadi, 2018). Teachers need to guide their followers to solve most of the problems arising from the proposed adjustments. The main goal will be to make the learning process successful and be in a position to deliver personalized instructions.
Finally, it will be necessary to engage in continuous learning to acquire additional competencies that will guide me throughout the process. This initiative will make it easier for more teachers to become conversant with some of the emerging technologies that are applicable in different classrooms while meeting the demands of students with diverse backgrounds (Dhawan, 2020). Professionals should consider the best ways to operate and deliver the right content to learners with diverse backgrounds. This practice will make it easier for more educators to achieve their goals, overcome the identified problem, and improve their competencies continuously (Mahmood & Iqbal, 2018). Those who collaborate with their superiors and colleagues will be in a position to acquire additional ideas for recording positive results.
The above discussion has identified the inability to provide personalized content to learners as the biggest problem many educators stand to face as educators in their future assignments. The invention of modern technology is a trend that is making it possible for learners to acquire new concepts from different sources. Classes are also becoming more culturally diverse than ever before. It is, therefore, agree that the biggest problem that future educators stand to encounter in their respective careers is the ability to provide personalized instructions or content. Educators can address this problem by learning how to prepare and provide personalized content, considering emerging cultural attributes, and engaging in lifelong learning.
Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125. Web.
Boakye, C., & Amphiah, J. G. (2017). Challenges and solutions: The experiences of newly qualified science teachers. SAGE Open, 1(1), 1-10. Web.
Cloete, A. L. (2017). Technology and education: Challenges and opportunities. Theological Studies, 73(4), a4589. Web.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Education Technology, 49(1), 5-22. Web.
Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. Web.
Mahmood, N., & Iqbal, Z. (2018). Challenges faced by prospective teachers during teaching practice: Connecting theory to practice. Bulletin of Education and Research, 40(2), 113-136. Web.
Ntumi, S. (2016). Challenges pre-school teachers face in the implementation of the early childhood curriculum in the Cape Coast metropolis. Journal of Education and Practice, 7(1), 54-62. Web.
Sareen, S., & Nangia, A. (2020). Online teaching during COVID 19: Attitude and challenges faced by school teachers. International Journal of Disaster Recovery and Business Continuity, 11(1), 3012-3018. Web.