| The professional educator does not reveal confidential information concerning students, unless required by law. (AAE, 2001)They maintain confidentiality for student privacy in cooperation with federal mandates and personal ethics; as well demonstrate responsibility in areas of leadership, assessment, and organization. (COE-GCU Framework, 2010) | Priority Ranking: 1As a professional we are given access to information about students from developmental and intellectual needs to home life. This information is entrusted to teachers as professionals. | The professional educator does not intentionally misrepresent official policies of the school or educational organizations, and clearly distinguishes those views from his or her own personal
They are there to assist children on how to act appropriately on ideas they form themselves. He states, “Every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth.” He believed that the teacher should become a partner in the learning process. He states, “The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.” Teachers need to be aware of and never suppress a student’s interests. Dewey’s view on standardized testing today
The classroom should be a safe environment as well. As a teacher, we expect students to behave in a certain manner. However, teachers should act as role models to the students also. The teacher should be a facilitator inside the classroom and outside as well. The teacher should develop a relationship with the student that is respectful and authoritative.
These students know the personal impact and consequences of deterring from their plan. “From what happened he can not only see that what he did was wrong, but also why, and what he needs to do instead.” (Holt 197) Through this discipline, the student can conquer obstacles and achieve hurdles in education and life. The second, “Discipline of Spirit,” can be described as those behaviors that enhance our spiritual growth and enable us to cultivate to maturity. These students are trying to experience the total renewal of themselves from within, involving difference in thought, feeling and character. For example, discipline of spirit is not something that the student does out of guilt or obligation.
As our text states, a consultant must be particularly careful to maintain appropriate boundaries, I believe with consultant once must possessive certain traits such as being an experts that can handle the problem. Explain the importance of the three roles and their use with supervisees. As a teacher the supervisee role is to teach the students the basic counseling skills needed, also I feel as a teacher the supervisees assumes no responsibility of the students in training. For the counselor, I believe they are responsible for providing the information about the profession and practice as well making sure they are aware of the ethical standards and or providing competent counseling. As a supervisee the counselor should make sure they help with personal adjustment as well as developmental problems that may arise.
Inclusive System – The way the the task is designed should consider diversity within the group so that it does not pose a problem to anyone. Supervised – I have to ensure that group activities are supervised and I should not rely on the fact that rules have been set. As with any large group working together things could get out of hand. It also gives them a sense of security/support if the teacher is there. So what are the practices/ is it Practical?
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.
the Protection of Children Act) has been drafted as a direct response to a need to protect vulnerable individuals. Other examples, such as the Health and Safety at Work Act, Equality Act or the Data Protection Act can be applied equally across a number of sectors (including Lifelong learning). Taking just one as an example, the Equality Act, it is imperative that a teacher takes responsibility for and ensures that their students are offered the same learning opportunities and are not discriminated against (directly or indirectly) as a result of any disability, gender, sexual orientation or colour. If this balance is achieved, this will go some way to reassuring students and engendering a safe and supportive learning environment. Francis and Gould note that “generally, we learn best when we are relaxed and feel comfortable with what we are experiencing in the teaching environment – when we feel secure and largely free from anxiety” (Francis and Gould, 2013, p.15).
2. Not only do professional relationships contribute to the effectiveness of our Air Force, they are also a critical part of the 322d Training Squadron mission. In order to have an effective learning environment, our students must have the utmost confidence and respect for their training instructors. Maintaining professional relationships will instill the trust needed between the instructor and the student if any problems arise that require the use of our chain of command. As professionals, we must keep our Air Force core values in front of our social needs.
• Call the children by their name, which shows they are valued. • Earn the children’s trust through being consistent and professional in the classroom. • Model effective communication. • Be firm but fair. • Don’t show any favouritism.