The Importance Of A Teacher With A Student

Nursing students today are diverse with different learning styles. Nursing educators must shape students to become critical thinkers and there are a host of approaches for instructors to develop needed teaching skills (Kostovich et al., 2007). There are many models of education styles; one to fashion teaching after is from Kolb’s model in 1985 which suggests matching learning methods to teaching approaches. However, educators need to become proficient in identifying individual student learning styles. Nursing educators should also recognize their own teaching style and the effect it has on learner development and socialization (National League for Nursing, 2007). The National League for Nursing (NLN) has developed eight core

For this assignment I will address Morton- Cooper & Palmer (2005) enabling traits and discussed the core skill of a mentor. I will analyse and reflect on how I’ve utilised these skill with a third year student nurse in my practice area (cardiology) I will also reflect and evaluate my mentoring experience with my learner to see if there is any area of improvement or changes to be amended.

Mentoring a student is a great challenge for my entire career as a qualified health professional here in the United Kingdom. I have been registered as a Nurse since 2001 and have worked in Respiratory Ward and Cardiology Ward in NHS Trust here in Leeds and have been involved in teaching and supporting students during their placement in the Trust. In the past, I have been working with various mentors who guided me to understand the various characteristics of being a mentor and helped me established my own approach of instilling knowledge to a learner in a nursing environment. The objective of this reflective essay is to contemplate upon the characteristics of my professional practice and any progress that I have experience during the period that I was a student mentor. Mentorship is a vital tool that links between classroom theory and evidence, and theory and the actual practice in a clinical area. Ely and Lear (2003) suggest that following a mentorship preparation course, a mentor should have adequate information to intensify their knowledge base in relation to a student’s learning needs; the effectiveness of role-modelling and effective and conducive learning environments. To be able to enhanced clinical knowledge and skill development for the student, mentors contribute individual support and guidance in the clinical area. In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs (NMC 2006). In

Confucius, a famous Chinese teacher said, “Education breeds confidence. Confidence breeds hope. Hope breeds peace.” In the previous quote by Confucius, it is obvious that a teacher can impact a student’s life. Moreover (TRANS), the way a teacher generates hope and confidence provide a good equity at school for the students; therefore, a good teacher spread confidence in students, which may help them to be encouraged. Maintaining the right balance of strictness and friendliness, encouraging students, and finding the right teaching methods for each student are three of the many characteristics in becoming an inspirational teacher.

My vision is to advance my study in nursing education. Being able to teach other nurses will demonstrate that my goals are accomplished. Individuals in both university and clinical areas, both professional and otherwise, have contributed to equipping me with many skills and knowledge for future practice as a qualified nurse educator. Also, they have raised an awareness of, and a desire to engage in the process of lifelong learning which will be essential to meeting tomorrow health care

In compliance with the Nursing and Midwifery Council (NMC) (2008), I must facilitate students and others to develop their competence. As a nurse, I have a professional duty to become a mentor. Anderson (2011) describes effective mentorship as a necessity to ensure students can progress to competent nurses. Supporting the learning and development of a student nurse is an integral part of being a qualified nurse (Casey and Clark 2011). Fulton (1995) explains; to enable learners to learn through practice, mentors need skills, abilities and capacity to (re)construct their own knowledge for themselves and each other by thinking and reflecting together.

The learning contained in this example may result unsubstantial for many readers but, in essence, it illustrates a genuine piece of knowledge that is often displayed in schools and has been long time neglected in Teacher Education Programs.

Throughout an individual’s career in nursing, ongoing professional development is vital to provide successful evidence based, person centered practice. The NMC (2015, p. 17) states that all nursing professionals have a responsibility to continuously update their skills and knowledge, this is a lifelong process. Additionally, registered nurses have a duty to ensure that students and colleagues are supported to progress with professional development (NMC, 2015 p. 9). This emphasises the significance for student nurses to develop an understanding of the underpinning preferences of their own learning styles alongside the learning theories to support their knowledge. Delivery of this knowledge by a teacher’s recognition of individual learning styles, alongside the fundamental basics of learning theory, and the provision of an appropriate environment, can support the student’s application of their knowledge into practice.

A Teacher is very important for a student. The teacher has the largest amount responsibility to influence the lives of students. With this responsibility teacher’s gets pride and joy, therefore, all teachers have to struggle for to be a good instructor. “A good teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative”. A positive or negative pressure from a teacher early on in life can have a great effect on the life of a student. Teachers, especially the ESL (English as a Second Language) Teacher must be very creative with their teaching styles. Not every foreign student has a same way of learning nor are they interested in the same things. It 's very difficult to keep students from a different background attention when they are in class.

It is important to acknowledge successful teaching strategies, which improve student motivation and performance. Stimulating and sustaining student motivation through teaching strategies fosters a personal as well as a professional perspective of the nursing profession (Wilkes, Cowin, and Johnson, 2015). Strategies developed with a student-centered foundation in active and flexible learning improve motivation and performance (McGarry et al, 2015; Leong & Clutter, 2015). Leong and Clutter (215) described active learning as “the ability of the nursing students to learn and practice their skills without being told, ordered, or pushed” (p. 39).

A teacher’s primary role is to coach and facilitate student learning and overall comprehension of educational material. This can be a tedious task giving the fact that students learn at different pace and levels. This is why it is important to develop and tailor a teaching style that will stimulate the minds and actions of students in your classroom environment. Establishing a healthy learning environment is most important. Therefore, my classroom will be a learner centered classroom that produces critical thinkers, who are at the same time deeply engaged in the subject at hand, while also enjoying the process and learning experience. In this paper, I will discuss two scholars teaching styles and strategies that teachers can mimic.

In the field of education, no matter what position you carry relationships are the key. Relationship can be defined as, “an emotional or other connection between people” (dictionary.com). During an academic school year, as well as throughout the duration of a teacher’s career as an educator, it is important to build teacher-student, teacher-parent, teacher-administrator, and teacher-teacher relationships. Not only does a teacher have to build these relationships but he/she has to make sure that they are positive and effective relationships.

Before the students start the course a lot of pre assessment work can be completed, this can take the form of application forms and / or a pre course interview. The student needs can be clearly identified to ensuring the correct course has been identified for the

School begins at age five, or for some even before that, and so begins the excruciating routine of waking up at an early hour to be ready to be at a place where you didn’t ask to be, and have an older stranger teach you about something you don’t understand. However, in the life of a human being this routine that goes on for years is essential to our lives, as well as those older strangers who teach about subjects that you don’t understand. Those older strangers have the responsibility to pass on knowledge to their students and the given knowledge, whether taken or not, will determine their future. Is everyone comfortable or willingly to accept the teachings of a total stranger? Of course not, therefore this total stranger has to have an identification to the students, but not necessarily just a name. Teachers must develop a relationship with their students because teacher-student relationships affect a student 's academic excellence.

To be an effective teacher in the future it is important to be aware of yourvalues about teaching. Write your mission statement or philosophy that you willuphold with conviction. To each your goals do the following tasks.