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Introduction
Teachers make a difference. Nowadays people pay more and more attention to the qualities of the teacher and the educator. The offered chapter one and video clearly demonstrate the difference between the above notions expressed in different approaches to teaching.
Main body
First of all, the teacher is the person who shares knowledge in order to teach students. He or she might punish or oblige to accept information as a fact without any discussion. The teacher induces and causes students to do, accept, and perform something. The teacher plans to initiate and provide lessons. His main purposes are to make students learn new information and memorize it.
At the same time, the educator is not a synonym of the teacher even if Microsoft Office says so. The educator is the person who realizes the key goal of the education. Namely, he or she motivates and inspires students to gather knowledge and apply it in an appropriate way (Do you Teach or Do you Educate? 2006). The educator understands the essence of learning believing that knowledge is not power but the use of knowledge is power. Learning is personal. There is no single way to educate students because all of them are unique and have peculiar skills, abilities, and character.
The educator is the person who can see the student’s personality and help in a difficult situation as a mentor. Therefore, it is necessary to inspire students by personal example, by new active learning methods, and other useful tools. The educator should be able to organize learning efficiently with patience, optimism, self-restraint, speed of reaction, and accuracy. He is able to show the world in a new way and constantly surprise. He enables students to express their opinion. The calling of the educator is not only to give the sum of knowledge but also to instill in students the sense of humanity developing a creative approach to learning and enriching them spiritually. Thus, the educator shows how to think and use the acquired knowledge in practice. The educator is intellectual, experienced, and performs the role of the mentor who gives moral, intellectual, and social advice.
Speaking of four types of research methods examined in the text including experiments, correlational studies, descriptive research, and action research, I consider that the correlational study is the most useful one. The correlation study focuses on the assumption that there is some interrelation between two variables that cannot be controlled by the researcher (Santrock, 2008). In other words, the correlation is not the causation. For example, the correlation study might suggest that there is an interrelation between learning and self-esteem, but it cannot be proven as some factors such as social relationships, cognitive abilities, individual features, and others might play a role in the formation of self-esteem.
Conclusion
However, it seems that other discussed research methods are also very important for education. Experiments as the controlled study of the interaction between objects help to reveal the information created in the artificial atmosphere. In this case, the experimental design is one of the most important steps of the organization of the research in which a researcher tries to construct the most optimal experiment model. The descriptive research aims at a detailed description and reflection of principles and characteristics of the issues connected to the field of education. The action research studies the impact of the particular action on the process of learning. Consequently, all the above research methods promote a thorough analysis of the education.
References
Do you Teach or Do you Educate? (2006). YouTube. Web.
Santrock, J. W. (2008). Educational Psychology. New York, NY: McGraw-Hill Education Learning.
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