I learned that my gift is awareness and justice. Being responsible and doing what is fair is very important to me. As loyalty and consistency are also very important, if I say I am going to do something I do it. My blind spot would be basically be that sometimes I get a bit blunt when it comes to fairness and even though I might not see it, it can cause unintentional upset and pain
One of the key responsibilities I feel for a teacher is to provide information, wisdom. In order to share their knowledge and understanding of a subject or topic a teacher needs to have a deep understanding of the topic that they are teaching. However alongside this a teacher should not claim to know it all, and be willing to learn from their students. ‘Knowledge may be seen as a level of awareness, consciousness or familiarity gained by experience, learning or thinking.’ (Jarvis 1987). It is important that the teacher appreciate any input from their students, whether the answer is correct or not.
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
* Give information * Receive information * Give instruction * Receive instruction * Discuss a situation * Make a point or outline concern * Express a need * Negotiate * Develop learning. | | 1.2. Explain how effective communication affects all aspects of own work. | In my view Effective communication is a two –way process. The person communicating has send the right message, but also needs to make sure that it is being correctly received and understood by the other person or people.To communicate effectively you will need to: * Be very clear about what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Try to consider the other child s or adults points of view * Have a rapport with the child or adult you are communicating withCommunicating effectively is not always easy.
| Senior Management team | The leadership or senior management team are often made up of the head teacher, deputy and heads of department. These professionals will often have more than one responsibility. Their role is to set the strategic direction of the school and then manage this. They will lead any changes and often ensure that the school is doing the best it can for those children who attend. The team must be aware of the current state of the school and manage this effectively, be imaginative in trying new ideas/initiatives in a manner that can get the whole school behind their ideas.
| | | | Correct Answer: | True. | | | | | Question 5 1 out of 1 points | | | The roles that women play in some foreign countries may present some difficult ethical problems for firms doing business internationally. | | | | | Correct Answer: | True. | | | | | Question 6 1 out of 1 points | | | Harry, a vice-president of International Pharmaceuticals, Inc., does not apply utilitarianism to business ethical issues. One problem with utilitariansim is that it | | | | | Correct Answer: | tends to justify human costs that many find unacceptable.
1.1) In my setting, establishing a respectable, professional relationship with the children is very important, as it will give you the attention and respect you require, when you require it. There are important skills you need to be able to build this relationship. Patience is a key skill needed when working with children. Some children can work at slower levels than other children, which may lead them to become frustrated with themselves or the situation. If the child is attempting to explain their work to you, then you must take your time in listening to them because if you begin to interrupt, then this may cause the child to become aggravated and frustrated.
It can leave the participant feeling bad with seemingly no way forward. Verbalising and exploring a learners thoughts can assist them gain a positive perspective of their own work and ability and will also help identify problem areas, therefore providing both the teacher and the learner with the ability to develop e.g. asking a learner where they think they did well and where they think they could improve. Some situations in which constructive feedback is required can include; ongoing performance discussions, providing specific performance pointers, following up on teaching discussions, providing correct guidance, providing a learner with consequences of their behaviour. Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner.
This way of giving feedback should always be adapted to each learner. To be constructive feedback has to have some depth instead of quick comment. It has to be based in particular facts related to the learners development, achievement or what areas the learner needs to develop. However a trainer has to have in mind that when a learner reads a written feedback he may not interpret the trainer’s words as the trainer intended. So it is very important that the trainer chooses his words carefully in order to be clear about the learner’s achievements, progress or areas of improvement (Gravells, 2013).
It is a impact on what teacher’s can achieve to improve themselves and therefore improve their students but it must all have an interconnection of validity and results. As identified by Darling-Hammond and McLaughlin (2011), “Habits and cultures inside schools must foster critical