As I enter my position next year as a facilitator, I will need to keep in mind that my role is multifaceted. Not only will I be a teacher and advisor to my students, but I will be one of their peers as well. I must strive to balance out the influence of these roles in my facilitation style and ensure that my interactions with students based on one of these roles do not contradict with another role. It is imperative that while I maintain professional behavior, I help guide my students on their path as a college student and act as a friend when they need one.
Both as a teacher and advisor, it will be my job to assist my students by giving them advice when they ask for it. Often, I will be able to answer their questions and offer them assistance through the experiences I have had.
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Although I will be a peer to my students, it is imperative to remember that they and I will be in a professional classroom environment and that I will act as their teacher and advisor at the same time as well. Therefore, I must at all times “show respect and dignity for other individuals” (Newton & Ender, 2010). When I socialize with my peers and friends in a recreational context, I may often make a joke at someone’s expense or criticize someone. However, it is important that in the classroom, I act completely professionally and leave any personal judgment or biases outside the room. Ignoring this important distinction between facilitator and common peer is crucial. For example, if I decided to bring up one of my biases during the class, I would be “imposing this bias on others” (Newton & Ender, 2010). Due to my simultaneous position as a teacher and advisor, the powers those roles grant me would cause me to give some of my students this same bias. These powers cannot be abused for personal judgments. That example clearly exemplifies the shaky balance between the triad of roles I will have as a
In high school, I was part of SkillsUSA, a national organization that heavily focused on Career and Technical Education for students in high school and in college. It was my junior year in high school and I had become fascinated with this organization. There are many types of competitions such as cosmetology or architecture and engineering where students can showcase their talents along with what they have learned in school. My range of skills allowed me to compete in different types of computer and leadership competitions. This led me to many different experiences that have greatly influenced my personality and have allowed me to learn that there are many important aspects to have a good character. Having won some competitions and lost others has given me experiences that allowed me to improve myself and to truly understand how some parts of our personality are important.
To advance physical and intellectual competency is to provide age appropriate environment including but not limited to materials, activities, curriculums. When teaching my goal is to provide activities that age appropriate but can easily develop their skills into the next level. As a teacher, my goal is to provide plenty of materials to go along with theme and that meets every child’s personal needs whether it is to make it simpler or a touch bit more details. I think it is important for teachers to focus on competence of understanding and figuring out the outcomes.
The facilitator’s perspective ties closely to that of the students. As outlined by Delcamp et al. (2017), facilitators obviously feel less than successful when students have to drop a class not because they could not understand the concepts but because of the ancillary reasons already mentioned. Other impacts on the facilitator’s perspective mentioned by Delcamp et al. (2017) is the class structure’s
These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions toward others that fuel my motivation toward helping. This concern welfare of others comes from my religious and personal experiences as a child and young adult.
First, it is important for both students and instructors to be aware of their proper roles
Introduction: Many assessment tools and interviewing skills are available to the clinical social worker within a mental health setting. This paper will examine one such assessment tool, the competency-based assessment, and its applicability in a mental health setting. A comparison will be made between this advanced assessment method and a generalist social work assessment. Interviewing people who have mental health concerns can offer challenges for clinical social workers. Several interviewing techniques that can help with some of these challenges will be outlined.
Counselors are open-minded and do not pass judgment verbally or physically at anytime while assisting students. Prejudging minimizes responses from distressed or problematic students. Giving advice and assistance should not be based on counselors’ personal opinion. Good counselors will refrain from bias and therefore communicate effective skills to empower students. Counselor should become listeners, observers, and advisers.
For example, online collaboration, face-to-face whole, and small group. These discussions hold them accountable for developing their ideas about the topics and enable them to share their views with others, promoting a diversity of perspectives. These interactions can also challenge their thinking and prompt them to consider new ideas and concepts when making sense of experiences and constructing their knowledge. To orchestrate discussion among students, I serve as a guide and facilitator, encouraging them to accept responsibility for their learning rather than maintaining responsibility and authority myself. I also help them to respond to one another’s ideas rather than responding directly to me and display and promote respect for all students’ ideas. These strategies not only help foster a community of learners, but they can continue the approach in their classrooms with their students. The tactic will allow them to create and build a community of learners within their
As a facilitating instructor, I plan to construct an eclectic blending of a student-centered, yet authoritative, classroom. In this respect, I will take both a demanding and responsive approach to teaching, while still allowing my students to remain actively involved in the learning process. My aim is to increase the motivation of children by providing them with reasonable choices regarding structure and materials. Focusing on problem solving activities, rather than mere rote learning and dogmatic instruction, I shall strive to develop students' abilities to think analytically and creatively. At the same time, however, I hope to improve their social skills by engaging them in real-world activities.
Thus, the radically different assumptions of facilitative leadership are likely to create ambiguity and discomfort. Conley and Goldman characterize facilitation as "the management of tensions." Without question, the most serious issue is the blurring of accountability. Facilitative leadership creates a landscape of constantly shifting responsibilities and relationships, yet the formal system continues to turn to one person for results. Principals may wonder about the wisdom of entrusting so much to those who will not share the accountability; teachers may be nervous about being enveloped in schoolwide controversies from which they are normally buffered (Conley and Goldman; Mark Smylie and Jean Brownlee-Conyers,
The knowledge of the advisor outlays different opportunities to the student. Technology has helped advising in recent years (Baker et al. 2010:4) as the advisor can send a student a progress report before meeting; thus using their time together to exclusively discuss the implications of the student’s progress. The communication that takes place between an advisor who takes on the mentor role with a student can aid the student even further. The advisor can not only discuss the student’s academic goals or interests, but “might also inquire about what led the student to be interested in a particular academic area, suggest additional topics or areas that seem similar, or be more willing to listen and help a student process her concerns about academic decisions”(Baker et al
Academic advising plays a huge role in students’ lives and it is a share responsibility between the student and their advisors. There are many ways in which advising benefit students. Advising enhance students’ abilities to utilize the resources that colleges provide for their students. Guiding students to stay in the right track of their academic courses and following up with all the updates and requirements to graduate is also objectives of the advisors. Advisors encourage students to get involved in the college activities, such as clubs, sports, extra courses and so on of the resources that are available for students. They help students to find scholarships and prepare them to transfer to the next step of what they want to do after their college careers. There are many positive effects of having an advisor in your college career. However, many students these days do not take an advantage of this resource due to lack of Advising communication and others. Although the advising office and the advisors lack several skills, such as good communication, not enough time spent with students, and limited knowledge. However, there are many positive effects of having advisors
There are many types of competency that very important to be practiced by information professionals in order to manage information efficiently and effectively in any organizations. In this paper, we will discuss eleven of them that are crucial competency for information professionals in this information age.
The uniting of many different personalities, habits, and social backgrounds can create an unsettling environment for a student. The great differences of opinion that people have towards every aspect of life create many conflicts within the building. People do not realize that if they only would be polite to one another that they could have better relationships.
Competency-based education is perceived by some as the answer, by others as the wrong answer, to the improvement of education and training for the complex contemporary world (Harris et al. 1995). Popular in the United States in the 1970s in the performance-based vocational teacher education movement, competency approaches are riding a new wave in the 1990s with the National Vocational Qualifications (NVQs) system in England and Wales (begun in 1986), New Zealand's National Qualifications Framework, the competency standards endorsed by Australia's National Training Board (NTB), and the Secretary's Commission on Achieving Necessary Skills (SCANS) and the National Skills Standards initiative in the United States. Competency standards are propelled by a strong political impetus as the way to prepare the work force for the competitive global economy. At the same time, a growing chorus of critics argues that the approach is conceptually confused, empirically flawed, and inadequate for the needs of a learning society (Chappell 1996; Ecclestone 1997; Hyland 1994). Much of the debate is taking place in Britain and Australia, where there has been more time to examine the impact of the competency approach, and this publication therefore focuses on literature from those countries. However, the issues are relevant to vocational education anywhere. This publication looks at the claims of both sides in an attempt to locate the reality of competency-based education and training (CBET).