By using these guidelines teachers will become better leaders by building trust between students, demonstrating their listening skills when communicating with students, and show compassion when dealing with students. In order for a teacher-based coach to lead successfully, they must demonstrate trust. When coaches are able to gain the trust of new teachers they are able to offer their skills and knowledge. Trust is established with teachers as they observe coaches’ ability to walk the talk (DuBrin, 2005). Coaches must be open and honest with others.
A support group is vital for this method. Cooperative learning is the best technique for increasing anti-bias awareness and understanding. Everyone needs the diverse viewpoints and honest feedback of colleagues to develop new awareness and teaching practices. Support group members may be other staff, parents, or early childhood teachers who
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
They love praise and recognition for their ideas. It is important for the teacher to get to know the young learners and to draw on their ideas, strengths and interests. If the teacher can build on the their skills, it will make them feel important and increase their self-confidence. Adult learners on the other hand are more self-directed and will take learning seriously, as they are investing in their own education. Adults usually have a purpose in learning and need to see the personal value or reward in taking the classes.
The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012). The author concurs with Gravells et al (2012) that, a tutor should also challenge prejudice, discrimination and stereotyping as it occurs. This can be achieved by incorporating activities in learning based around equality and diversity so it helps students in their understanding. Francis and Gould (2013) state that the role of a tutor in the lifelong learning sector is not confined to imparting knowledge and skills, but covers a multiplicity or different tasks. These roles are accompanied by responsibilities and these contribute to the adoption of a professional approach to work in the lifelong learning sector.
Running head: PROFESSIONAL STANDARDS OF TEACHING My role as an educator is to not only teach the children the required subjects, but to guide them as a role model, as well as inspire them to reach their fullest potential. Inspiration is not simply a switch that one flips on at the beginning of the day and flips back off after school is over, it is a constant state of being which makes others want to be a part of something. Whether that something is a lecture, an activity, a discussion, or a project, that student feels the desire to be actively involved, not only because that is what is expected of them, but because they feel welcome and intrigued by the learning process. This will all be accomplished by following the Ohio Standards for the Teaching Profession. During my field visit to St. Vincent St. Mary High School, I witnessed many of these standards being utilized effectively.
The fondness we had with the children in prep/1 prior illustrates the ‘embodied relationships, mutuality, care and concern’ (Greene 1998: 36) that Maxine Greene asserts in her chapter Teaching for Social Justice (1998). Her work heralds the importance of teaching for ‘conscientization’ and, as a means of avoiding ‘social suffering’ adversely correlated by narcissism and lack of altruism in society. The shape of our unit not only meant that we, that is 6 very diverse and eclectic pre-service teachers, had to collaborate to achieve common outcomes but similarly had to do so with others in mind. For our prep/1 students, many still in the pre-operational stage (Piaget 1953) and at times egocentric, we hoped ‘not’ to coerce (Greene 1998: 37) our students into acceptance of others, but to relish firstly in their own identity and then similarly acknowledge difference as a stigma that sometimes embodies problems in community. Kincheloe, Joe: Cultural Studies and Democratically Aware Teacher Education.
Teachers guide them through their learning and help them stay on track. Montessori schools also emphasizes that students should be able to learn in a comfortable habitat and be provided with tools that are necessary for success. They also claim that “That’s why it is so important that a Montessori school provide
Personal experiences and observations from block school experience will be incorporated to support such arguments, in addition to providing a personal perspective of professionals and theorists within the educational system. This assignment will discuss important links such as the importance and relevance of personal and social development within the curriculum, linking into the emotional development of learners and finally leading onto how these aspects of learning and development will facilitate learners to become morally active citizens, lifelong learners and maintain a stable society in an ever-changing world. Within these key areas, the following points will be explored, will inevitably link together and undeniably link to theories and perspectives of educational professionals
Role of peer tutors in the classroom Peer tutors should prove to be good role models because they need to be a positive influence for the younger students to follow. Peer tutors should arrive to class with a positive attitude ready to help the students, being organized, asking questions and using their abilities and skills to assist the students in the classroom learn are very important guidelines for the peer tutor to follow. Having a positive attitude is an excellent trait for a peer tutor to inherit. Having a positive attitude makes it easier for the students in the classroom to approach the peer tutor for assistance. Maintaining a positive attitude is helpful in many ways and makes you likeable among the students.