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Roles of teachers Roles of learners

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José Cáceres

on 23 October 2017

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Transcript of Roles of teachers Roles of learners

Roles of teachers
roles of learners

(cc) photo by Metro Centric on Flickr
(cc) photo by Franco Folini on Flickr
(cc) photo by jimmyharris on Flickr
(cc) photo by Metro Centric on Flickr
a foster father?
a point near
a counsellor
a guide
a model
teacher centred
learner centred
roles of learners
a cooperator
a supporter
a student engaged in learning
an actor
a disrupter
a troublemaker
an inquirer
a source of knowledge
a writer
an independent researcher
a builder
Worst things teachers can do
1. Avoid smiling and being friendly with your students.
2. Becoming friends with students while they are in class.
3. Stop your lessons and confront students for minor infractions in class
4. Humiliate students to try and get them to behave.
5. Yell.
6. Give your control over to the students.
7. Treat students differently based on personal likes and dislikes.
8. Create rules that are essentially unfair.
9. Gossip and complain about other teachers.
10. Be inconsistent with marking and/or accepting late work.
peer mentor
peer teacher
team member
social networks?
work ethic (hardworking, reliable, responsible, etc.), motivation (self-motivating, interested in the subject, etc.),
intellectual curiosity (willing to ask questions, wants to learn, etc.),
and disposition (friendly, mature, respectful, honest, etc).
In general teachers do not believe that innate intelligence is the only key, or even the most important key, to academic success.
Being a good student means having a positive attitude. The behavioural traits (comes to class, sits in the front, punctual, takes notes, etc.) are constructive habits anyone can practice. In all, good students appear to be self-made, not just born. The characteristics of good students are ones which imply making a choice to perform and adopting routines which further that goal.
a glue/ a binder
(moral purpose of learning)
a professional
a leader
High School Cognitive Development

Most high school students have achieved the formal operational stage, as described by Piaget. These students can think abstractly and need fewer concrete examples to understand complex thought patterns. Generally speaking, most students share the following characteristics:

Need to understand the purpose and relevance of instructional activities
Are both internally and externally motivated
Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence
May have "shut down" in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning
Want to establish immediate and long-term personal goals
Want to assume individual responsibility for learning and progress toward goals

Article Source: http://EzineArticles.com/1641532
an administrator
keep records of students
High School Social Development
High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:

Interested in co-educational activities
Desire adult leadership roles and autonomy in planning
Want adults to assume a chiefly support role in their education
Developing a community consciousness
Need opportunities for self-expression

Article Source: http://EzineArticles.com/1641532
a source of knowledge
(or should be)
. Teachers' Powers of Perception
. Teachers and Technology
a mediator
an improviser
in the era of ICT
material designer
search and share information online
a materials designer
A professional teacher needs to be confident without being arrogant
Proper preparation is another crucial requirement of professionalism
Interaction with the group needs professional standards of behaviour: polite, firm and fair just about sum it up (but)Flexibility to change
It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress
The last thing I would mention is that teachers should be able to feel that their professionalism entitles them to get back-up from the school directors.
Meeting Professional Obligations
roles of teachers
a conductor
a helper
a monitor
a provider
a consultant
an assessor
a fair judge
(fairness is not sameness)
Communicate effectively with children, young people, colleagues, parents and carers.
relationships, good atmosphere
the courage to teach
Connecticut Code of Professional Responsibility for Educators
a planner
a strategist
Blase, J., & Blase, J. (2006). Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press.

Killion, J. (2001). What works in elementary schools: Results-based staff development. Oxford, OH: National Staff Development Council.

Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann.

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.
a mentor
a researcher
lazy teacher
The Lazy Teacher's Handbook: How your students learn more when you teach less (Independent Thinking Series)
Who Dares to Teach
Must Never Cease to Learn
John Cotton Dana (1856–1929)
a builder
a cook
teaching metaphors
a lighthouse
the captain of a ship
1. Be "Firmly Flexible"
2. Impart Ownership and Responsibility
3. Communication is Key
4. Magnify Accomplishments
5. Location, Location, Location!
(yours and your students')
an actor
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