Roles And Responsibilities Of Teacher

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

The teaching/training cycle is an invaluable model that should inform the practice of any teacher, of any subject. The beauty of it is that it provides a structure so that both teachers and trainers can assess and refresh their practice and, at the same time, review their role, responsibility and boundaries. By following the training cycle, teachers should be able to instill greater understanding of the course that is being taught and to afford students greater enjoyment and satisfaction.

The role of a teacher is to make sure that tutorials are carried out and communicated effectively and appropriately with learners and that it conforms to professional codes of conduct, functional skills are completed, ground rules are established and all the requirements of awarding bodies are followed. They have to maintain a safe and supportive role in the learning environment and promote

Reflective practice is an essential means of developing basic skills and knowledge into expert skills and knowledge.

A. Key concept or finding: The concept of direct experience. This is when an individual has a positive or negative experience and learns from that experience. If the experience were positive then the individual would continue to have that experience and if it was negative then they would avoid that experience in the future.

Kolb’s theory (1984) is based on a four-stage learning cycle in which the learner contacts all the stages. These stages include first, concrete experience (how an individual encounters a situation), second, reflective observation (what an individual thinks about the situation), third, abstract conceptualization (how the individual analyzes the situation), and fourth, active experimentation (how the individual’s use of the conclusions in a situation change or prepare for another situation) (p. 21). Kolb also understood that individuals have different learning styles. Some individuals learn by observing while others learn by hands-on experience. Therefore, Kolb created side cycles to explain where in the learning cycles an individual’s learning style would fall. Although Kolb’s theory is a

According to Clarke (2006) the role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. My main role as a teacher is to facilitate

subsequent experience. Like a ripple effect. By knowing this information we can and will be

Focusing on actual experiences in real time as they come and go, helps ground the client in something called ‘ interoception’ which is one of the senses which enables a person to be aware of the state of their body from the inside, and how it is positioned in three dimensions relative to the outside. This sense can enable a client to recognise the difference between past or future sensing and present ‘as it is’

In addition, we have the capability to adapt and adjust our representations spaces with experience. Consequently, the perceptual judgments can be changed over the

Experience is a key to knowledge. It is a type of power one can simply acquire by observing, encountering, or either undergoing an event. It is a type of power that I have used throughout my life. Expert power. The process of experiencing is when one obtains a skill or a piece of knowledge from an event in their life which can later be utilized in their life. As we gain experience, we become experts in a specific role to which we can help others meet their goals. Experience doesn 't just mean being someone for an extended period of time, it could mean having to go through struggles in their life or just by making a small mistake that they have been through already. Experience is something that we all have

Kolb’s experiential learning cycle is a theory that argues that we learn from our experiences of life on a daily basis. Cognitive ability is the way people learn and Kolb believed from an early age we begin to develop a sort of instinctive preference as to the way we process information and use it. Kolb (1984) believes that the process of learning follows a pattern or cycle. Kolb’s cycle is made up of 4 stages; the first stage is concrete experience and Kolb believes that life is full of loads of different experiences that everyone can learn from and whether you are at home, work, school or even out shopping that there was experiences everywhere within those sectors and that it was a way for us to start the learning cycle. The concrete experience is the doing stage, the stage where you have the experience. We then have stage two which is reflective observation, this stage involved looking back at our experiences and reflecting on them. Stage three is the abstract conceptualisation which is

“Tell me and I will forget, show me and I may remember, involve me and I will understand’ (Farrelly, 2010. pg 78), this Chinese proverb appropriately describes work-based learning. Cognitive theorists believe that adults expand their learning through implementing what they have learnt in comparison to merely listening, therefore through work-based learning the skills are more effectively understood within the context of work, meaning a learner will implement what they have learnt and scrutinise its effectiveness. Bailey et al. (2004), relate this to Vygotsky 's argument that thinking and learning needs to be understood and embedded for the learner to improve. Through performing this project, research about the outdoor environment has been implemented, observed and reflected upon to improve the setting and the children 's learning. Moon (1994) claims that being reflective is an important tool this is supported by Kolb (1984) cited by Farrelly (2010) in his experimental learning theory on the cycle of learning, which involves experiencing for yourself, reflecting on what you have seen or heard, conceptualising what it means, and planning what will happen next.

3. Personification is a type of metaphor in which a lifeless object, an animal or abstract

The review of literature revealed that the roles of teachers who serve as leaders within their schools and districts often change, sometimes determined by the existing environments, and perceptions regarding teacher leadership can vary by organizational levels (Boyd-Dimock & McGree, 2016; Angelle & Schmid, 2007; Angelle & DeHart, 2011). As schools are required to meet ever-increasing accountability goals, administrators are faced with leading continuous improvement efforts, often including the implementation of teacher leadership practices (Danielson, 2007). Therefore, analysis of perception data related to teacher leadership practices within schools can assist both administrators and teachers in developing a better understanding of the