Officers and people who attend military educational institutions are adults, and this makes the application of regulations relating to adult teaching approach necessary in the course of their education. It is worth noting that adult learning is the longest stage of the educational procedure not considering whether it is formal, non-formal or casual education. There are a collection of differences which differentiate military schools learners from individuals attending civilian education institutions, in this case referred to as traditional learners. Education of military people is not only the delicate interest of a person, but further the interest of various departments which assign officers and NATO scholars to military educational institutions ( Brookfield, 2013). As adults, individuals and military personnel prefer operating personally, in pairs or in smaller categories (syndicates), where they can do extremely well via active participation. For this reason, learning in military schools should be planned and done accordingly, as the experience and precise needs of military students need diverse teaching models. Bearing in mind that military people are used to operate individually, tutors should be using approaches that allow students to attain their goals using such individual work ( Merriam & Bierema, 2013).
Image 1: VARK Model
The ellipsis VARK stands for Visual, Aural, Read/write, as well as Kinesthetic sensory approaches that are employed for learning information as far as the military is concerned. There are four approaches that establish the experiences of the military students and teachers. Despite the fact that there is some considerable overlap between them, they are precisely defined as follows.
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Visual
Visual military learners prefer to take in details of what is being said using charts, maps, diagrams, graphs, and more. Employing pictures to explain concepts and perceptions is the most appropriate way to reach visual military learners. Nonetheless, this form of learning style does not incorporate photographs or videos. In its place, visual military learners learn best in cases where information is provided using patterns, shapes, alongside other visual approaches and aids in the place of printed or spoken words. One way military tutors can separate their instruction for visual learners is by employing graphic organizers to offer a lesson ( Merriam, Caffarella & Baumgartner, 2012). It is worth noting that a flow chart is sometimes used to elaborate a scientific process, for instance.
Auditory
This learning style explains military students who learn properly when information is understood or spoken. It is fundamental to note that military students benefit from lectures, group chats, and numerous other strategies that incorporate talking things through. Often military students with this preference want to sort issues out by talking first, and not sorting out their notions and then speaking. This is according to VARK Learn Limited. To assist auditory military learners learn, the tutors many at times post audio recordings of similar lessons on the class website, or slot in group activities that necessitate recruits to explain modalities to their classmates ( Taylor & Cranton, 2012).
Reading/Writing Preference
Military students who have a reading or writing preference favor information to be offered using words. Such students love to read and do well on written assignments in the form of stories or book reports. This preference focuses on text-based input alongside output and reading and writing in all of its forms. The most appropriate manner to help these military students learn is by having them explain diagrams or images by employing written statements. Then, the military students can study their notes in later stages to better keep hold of the information ( Merriam, Caffarella & Baumgartner, 2012).
Kinesthetic
Kinesthetic military learners learn best when they can employ tactile experiences and conduct a physical operation to practice applying novel information. Military students who prefer this mode are related to actuality, either through concrete individual experiences, instances, practice or simulation. Compared to traditional learning, military students are provided a working example of a perception or process, or sometimes tasked with recreating experiments to indicate concepts ( Merriam, Caffarella & Baumgartner, 2012).
Knowing how to address the learning needs of military students is an essential part of establishing meaningful experiences and assisting them retain the information they learn. There are various manuals that give military trainers the knowledge and approaches to schedule instruction that reaches a wide array of learners. Such courses ensure that military tutors can engage their students and effectively make distinction between learning for the most appropriate outcomes.
Translating Theory into Practice
After military students have undergone training, they are required to translate and use the information in their routine operations. For instance, military students are trained to protect people and their property. This means that after completion of their military courses, it is their duty to ensure people are safe and secure. It is fundamental to note that t he skills and experiences attained during military service are not solely transferable, but further a vital asset to workplace diversity. Military students are trained to be honest and conservative as far as their daily routine is concerned. With military training, servicemen have the ability to offer servant leadership to the people their routinely work with. Military personnel are needed to set priorities, achieve missions and meet plans on a routine basis. With this duty, comes extra pressure and stress, but servicemen are trained to handle such factors in a constructive approach. That means veterans are less probable to crack under pressure even on the busiest or most demanding days in the workplace. As a former military man, I have a proven track record of honesty and live by a strong code of morals and core values. I adhere to the same major principles of commitment, integrity, answerability, devotion and service before self.
Primarily, I understand the importance of these maxims and values in building a strong team within the place of work. I also bring an intrinsic comprehension of how allegiance adds to team proficiency and generates trust in work settings. On a routine basis, for instance, I ensure my workmates adhere to the code and principles of my organization. I also help my colleagues when they have problems regarding their work and personally. I believe this is fundamental because servicemen are trained to be servant leaders and therefore it is their role to ensure other people are happy. Using military training, I have also been able to appreciate the work conducted in groups. Military training necessitates that people should work in groups to effectively complete missions. Finally, military education trained me to work with different people without any form of discrimination. Within my place of work, I consider all people equal regardless of the social standing, sex, ethical background and race. I understand this is fundamental to success because lack of discrimination creates trust and numerous other virtues for an individual.
References
Brookfield, S. D. (2013). Powerful techniques for teaching adults . John Wiley & Sons.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice . John Wiley & Sons.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in adulthood: A comprehensive guide . John Wiley & Sons.
Taylor, E. W., & Cranton, P. (2012). The handbook of transformative learning: Theory, research, and practice . John Wiley & Sons.
