This is the post excerpt.


My name is Robert Lediet. I have lived in Canada all of my life. Although I have had a few different careers over my life, Power Engineering has been my passion. This has led me across Canada ending up in beautiful Peachland, British Columbia. I was successful in achieving my First Class Power Engineer Certificate which allowed me the opportunities to move across Canada as I have stated. This career has given me opportunities over the year to help other engineers move forward in their careers. This was done by giving them opportunities to move up and assisting them with their studies when needed. I found over the years that I enjoyed the studying assistance i provided and this has led me to further my education by becoming an instructor.

I have created this site as it is a requirement of the  PDIP 3100 course Foundations of Adult Education.
This is the first of (8) eight courses in the program required to obtain the British Columbia Provincial Instructor Diploma.


Code of Ethics – Week 5

Code of Ethics


I have attached an article on a teacher who was dismissed for inappropriate communication with students. This instructor had created a MySpace page to communicate homework, to help him relate to his students, and to conduct casual conversation (not school related) with his students.

However, the content on his page was determined to be unprofessional rapport with his students and appeared more at a peer level than a teacher level.

This person was dismissed by the school as his page content was “likely to disrupt school activities”.

I believe this is similar to Item #3 in the BCTF Code of Ethics document which states:

“A privileged relationship exists between members and students. The member refrains from exploiting that relationship for material, ideological, or other advantage.”


In my trade the Institute of Power Engineers (IPE) has a Code of Ethics with the objective being; “To promote business relations, social activities……., to assist the Power Engineer in the discharge of his or her technical and civic duties”.


Brookfield Chapter 16

Brookfield Chapter 16: Understanding Students’ Resistance to Learning


Resistance to learning hit me around first year of high school. It started with peer pressure and developed into defiance within the next couple of years. I became more interested in how to get out of participating and learning then I was about getting anything out of learning. It didn’t take long before I was so far behind that I felt I wasn’t capable of learning and became afraid of appearing stupid in class. I missed some important development time and opportunities in high school. As I have gotten older I expect that the learning I will engage in needs to be relevant as I have been looking for career development opportunities.

That was my story. I have seen other friends struggle because of lack of interest, no support from the family, or unseen learning disabilities like dyslexia, which reduced my friend’s self-image as a learner very low confidence levels. The challenge then as a teacher is trying to find out what the cause is when you see an affected student. Sensitivity, caring and empathy will be required. It is fair to say that not all resistance to learning can be controlled but it will definitely help to identify it.

Professional – Week 4

I am not presently teaching, but my professional background is that of Power Engineering. This is of course a strong technical trade which has been around a long time. It is strongly governed by Authorities, from the actual certification of the operators to the legal implications of being certified. The equipment must follow rigorous design protocol and plants or business need to licensed to operate.

In British Columbia the Authority is called the BCSAFETY AUTHORITY. This group designs and administers the examination required for each level of certification. They also determine the legal responsibilities of the industry, from equipment builders and plant development to the required number of operators. These developments require input from mechanical engineers, equipment manufactures, legal firms, plant developers and the power engineers and other interested parties. It would be essential for me to belong to all of these institutions to keep updated and knowledgeable about the trade and the future trends of the trade.


Brookfield Chapter 18

Brookfield Chapter 18: Exercising Teacher Power Responsibly

Using Power correctly is the challenge faced by every teacher. If it’s use is blatantly used the students will rebel. If the teacher fully understands the different types of power they have in the classroom, and how and when to use it, it will greatly enhance their effectiveness. I believe over my educational life I have probably experienced the five most common types of power.

Legitimate power was conceded unconditionally when I attended the early years of primary school. I trusted my parents where handing me off to the people who could teach me. There was also a type of referent power present as the teachers did know their material quite better then I. I responded well to reward power, respected the presence of coercive power and sought out the expert power.

As I grew in understanding and reflection I became more sensitive to these powers. Referent power was probably the first to be put on the must earn list I developed for my instructors. I needed to feel like I belonged and that I mattered. Expert Power was also put on the list as I had to believe the instructor had a strong knowledge base of the subject and was able to share that with me. The remaining three powers have always been considered by me to be out of my control.

I see the skillful teacher, as one who has the ability, to recognize how a student /student’s will respond to these powers, and how much the powers should be exercised.

Brookfield Chapter 2

Brookfield Chapter 2: The Core Assumptions of Skillful teaching


I believe a core assumption of skillful teaching is, that a teacher must have a very strong knowledge base of the subject they are teaching so that they are able to concentrate more on the learning needs of the students. The skillful teacher needs to be able to bring technology use into their subject expertise to be able to engage their students.

When a teacher is committed, there will be constant reflection, as they wish for their students to be motivated, to gain confidence in their own ability to learn and provide the encouragement to get them there.

The last thing I would like to say is that if there is no respect then there will be no learning. We are reminded by Merriam S. & Bierema L.  2014 (p. 48) through Knowles 1984), that as adults, if we fell others are imposing their wills on us without our participating in making decisions affecting us, we experience a feeling, often subconsciously, or resentment and resistance.

Lesson Planning

Lesson Plannng





PDIP 3100
Foundations of Adult Education
Lesson Planning

Robert A. Lediet

Vancouver Community College










Bloom’s Taxonomy

I feel Blooms Taxonomy has given me an awareness of the varied adult learning techniques which can be utilized in my teaching. Understanding the three areas of learning; Cognitive, Affective and Psychomotor gives me the knowledge that can be used to set up my curriculum. In reference to Power Engineering I see the value of presenting objectives requiring the use of Psychomotor skills followed up with the information (Cognitive) to justify the reason for the idea being presented. I believe the Affective component comes in with the student as they have a keen awareness about their choice of career.

Characteristics of Adult Learners

I chose Characteristics of Adult Learners as to the relevance of the students or learners I will be teaching. Adult Learners are quickly becoming the majority in attendance to further their understanding and knowledge required in their lives. They also come from varied life experience backgrounds and cultures. To understand the traits of the adult learners such as being self-directed, result oriented, pre- determined(stubborn), self-motivated, family and community committed and result oriented will provide me with direction in the classroom. Students may come to work with anxieties not related to the program and to be empathetic to their needs.

Creating a Positive Learning Environment

This is extremely important. Adult learners need to be recognized and acknowledged for their past experiences. It is important to establish good communication and develop relationships so that I can understand who and what the students are. I will then be able to interact with them comfortably and develop a feeling of trust. This feeling of trust can be accomplished early by having an introduction session wherein everyone can tell their story. During this time, I would encourage questions related to their expectations for the course and encourage discussion about the power plant they work in and their goals.

Motivational Techniques

Adult learners come to the program motivated by either the desire to move forward in their present career, wanting to start a new career or maybe for self-actualization and the need to know and understand. I chose this topic because I believe the teacher must recognize if the course is maintaining the student’s motivation and if not how to maintain or increase it, if it is apparent that it is dwindling. In the classroom I can change up the presentation by going to a video or have the students engage in hands on experience liking dismantling a steam valve.

Instructional Process/ Strategies

It is a plan for me to do some on-line teaching in the future so I thought I would zero in on teaching with technology. This will require that I learn how to use new tools like video’s, blogs and u-tube which will extend the classroom. These tools will help to vary the approaches used when I am teaching. This will also engage the learners as they expect flexibility and learning in a multi-media environment. This method of teaching helps to encourage active participative learning and the creation of learning within the students. Prompt feedback is required to keep students on task.


















humber.ca – Teaching Methods

elearningindustry.com – 8 Important Characteristics of Adult Learners

www.lbspractitionertraining.com – Creating Effective Adult Learning Environments

  1. Poulson, K. Lam, S.Cisneros, T. Trust, November 2008,ARCS Model of Motivational Design EDTEC 544

teaching.uncc.edu/Learning-resources/articles – Blooms Taxonomy of Educational Objectives