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PSTM > Good Teaching Practice: Roles and Function of a Teacher > Flashcards

Good Teaching Practice: Roles and Function of a Teacher Flashcards

1
Q

instruct, helps others to learn, person who facilitates learning

A

Teacher

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2
Q

Roles of a Teacher

A 
Manager
Counsellor
Motivator
Leader
Model
Public Relations Specialist
Parent-Surrogate
Facilitator
Instructor
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3
Q

Roles of a Teacher:

Carries systematic activities throughout the day

A 
Manager
(Responsible for the effective management of the class from start to finish)
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4
Q

Roles of a Teacher:
Play main role in planning ahead on what to do, activities, organizing procedure and resources, arranging the environment to max efficiency, monitor students’ progress, anticipating potential and future problems

A

Manager

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5
Q

Roles of a Teacher:

Teachers provide guidance and assistance if students experience problems

A

Counsellor
(Significant role: shaping personality of students by observing in many context:
Behavior, attitudes, and overall character)

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6
Q

Roles of a Teacher:

Teachers provide guidance and assistance if students experience problems

A

Counsellor

Help the students understand inner self, strengthen social relationships, maximize potential and capability

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7
Q

Roles of a Teacher:

Teacher is good at motivating learners to make them listen, participate, and understand instructions

A

Motivator

provide stimulation and encouragement to increase students interest and motivation

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8
Q

Roles of a Teacher:

Teachers encourage and motivate learners to study well and behave properly in and outside the classroom.

A

Motivator
(Students are motivated by teachers w/ the following skills: good listener, cooperative, participative in learning activities, excellent and precise in understanding and following instructions in a careful manner)

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9
Q

Roles of a Teacher:

Teacher directs, coaches, supports, and delegates depending on the needs of the situation

A

Leader

Teachers = Lead by example; the way they act, speak, and behave

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10
Q

Roles of a Teacher:

Lead students through challenging activities, coordinating events, conceptualizing extra-curricular programs

A

Leader

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11
Q

5 Leadership Styles of a Teacher: (AADPC)

A 
Authoritative
Affiliative
Democratic
Pacesetting
Coaching
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12
Q

5 Leadership Styles of a Teacher:
Used by teachers who gained higher degree in the field/ discipline, has notable, innumerable experiences to share; always push teams to pursue common goal

A

Authoritative Leadership

Most effective leadership style in education

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13
Q

5 Leadership Styles of a Teacher:

Teachers promote social factors (belongingness, trust, safety, open-mindedness)

A

Affiliative Leadership

Important on building culture, values, and social networks

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14
Q

5 Leadership Styles of a Teacher:

Qualities that promote inclusivity, equity, and culturally responsive practices will be developed

A

Affiliative Leadership

Specific relationship of a teacher to a student

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15
Q

5 Leadership Styles of a Teacher:
Builds and nurture partnership among stakeholders (students, parents, communities, staff or administrators, beneficiaries of services)

A

Democratic Leadership

Teachers: first one to seek feedback from stakeholders

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16
Q

5 Leadership Styles of a Teacher:

Purpose: teacher is after/ aims a shared decision making responsibility w/ stakeholders

A

Democratic Leadership

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17
Q

5 Leadership Styles of a Teacher:

Focuses on the practice of leading by example, inside or outside of classroom

A 
Pacesetting Leadership
(Teacher = role models in setting the tone of school, inspiring other teachers by skills, set example thru their dedication and achievements)
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18
Q

5 Leadership Styles of a Teacher:

Most time consuming & requires empathy & patience on leader’s part

A

Coaching Leadership

Take young or struggling learners under their wings to mentor: Mentoring

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19
Q

Roles of a Teacher:
Teacher should look his best all the time, master his lessons, show interest in the learner’s welfare, show his good behavior, and include good work and attitudes.

A

Model
(Role model: person who inspires, and encourages us to strive for greatness and to live our fullness potential and see the best in ourselves, someone we admire and aspire to be)

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20
Q

Roles of a Teacher:
Teacher serves as role models by telling the truth, respecting others, accepting and fulfilling responsibilities, playing fair, earning and returning trust, live a moral life

A

Model

Showing students how to make sense of the world and express diff ideas in a peaceful/ democratic way

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21
Q

Roles of a Teacher:

Create and maintain favorable public image for the organization that they represent

A

Public Relations Specialist

Teacher must have a good public relations to make a good name for his school

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22
Q

Roles of a Teacher:
Benefits: expand number of applicants, help institution to become more better known, gain and enhance reputation, improve internal relations, main good relations w/ the community, and maintain positive relations w/ the alumni

A

Public Relations Specialist

Forms: publications, phone calls, text brigade

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23
Q

Roles of a Teacher:

In school, the teacher is the parent of the learners

A

Parent-Surrogate

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24
Q

Roles of a Teacher:
Teachers need to be trained appropriately for how to deal w/ all the non-academic stuffs
Training the learners socially, emotionally and to look after their physical and mental well-being.

A

Parent-Surrogate

Teacher guarantees that the individual rights of the learners in education and safety is respected

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25
Q

Roles of a Teacher:

The learners must be given the chance to discuss things under the close supervision and monitoring of the teacher.

A

Facilitator

Teacher prepares guidelines which will serve as the focus of discussion and activities

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26
Q

Roles of a Teacher:
Shifting roles from being lecturer to a person that provides resources, monitors progress of students, and encourages students to solve problems to enhance problem solving skills/ critical thinking/ analysis skills

A

Facilitator
(students are required to do the work alone; teachers must teach students to manage their own learning, trained to dev interdependence and confidence on the task that they do)

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27
Q

Roles of a Teacher:

The main function of the teacher is instruction. Imparting of skill (instructing)

A

Instructor

Someone who teaches a specific practical skill

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28
Q

Roles of a Teacher:
make sure student have reached standard level of competence in the relevant skill
Check proficiency in technical/ practical skills

A

Instructor

Develop the know-how, how to do the activity, how to put it in practical application

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29
Q

Hallmarks of Good Teaching:
Skills, knowledge, attributes that are specifically valued by professional associations, organizations and bodies connected to your future carrier

A

Professional Competence (Qualifications to the profession)

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30
Q

Hallmarks of Good Teaching:
The teacher who enjoys teaching shows genuine interest in patients, and displays confidence in his or her professional abilities.

A

Professional Competence

Ex: Teacher in Medtech Course: should be a licensed RMT

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31
Q

Hallmarks of Good Teaching:
General concept: Social association, connections or affiliations bet 2 or more people
Relationship w/ other student or people

A

Interpersonal Relationship w/ Students
(It is important that teachers listen to learners and try to see the world through their eyes for them to see diff level and perspective)

32
Q

Levels of Approaches in building interpersonal relationships:
Respect learners to care about their concerns
Acknowledging/ Respecting the concern

A

First approach

33
Q

Levels of Approaches in building interpersonal relationships:
Accept learners as they are, whether or not you like them
Deal w/ the fact that learners are unique individuals; they have own flaws, character, come from diff cultures

A

Second approach

Accept open-mindedly and wholeheartedly their perfect imperfections to create transparency

34
Q

Levels of Approaches in building interpersonal relationships:
Honest communication contributing to healthy relationships with learners

A

Third approach

35
Q

Levels of Approaches in building interpersonal relationships:
Duties and responsibilities of learners’ are clearly defined in the process of learning
Learners will be able to grasp the lesson, because they are accepted and they accept themselves

A

Fourth approach

If transparency have been achieved

36
Q
  • Taking interest in learners
  • Being sensitive to their feelings and problems
  • Conveying respect for them
  • Alleviating their anxieties
  • Being accessible for conferences
  • Being fair
  • Permitting learners to express differing point of view
  • Creating an atmosphere in which they feel free to ask questions
  • Conveying sense of warmth
A

Skills Imparted by Teachers

37
Q

Hallmarks of Good Teaching:

defined as the mechanics, methods, and skills in classroom and clinical teaching

A

Teaching/ Evaluation practices

-Jacobson (1966): defined teaching practices as the mechanics, methods and skills in classroom and clinical teaching.

38
Q

Hallmarks of Good Teaching:
Ways in w/c the faculty understand and implement instruction whether in a classroom setting or clinical setting where beliefs and ethics about teaching and learning process are being reflected

A

Teaching/ Evaluation practices

39
Q

Hallmarks of Good Teaching:
Students’ motivation and interest are sustained if they know that their teacher has in-depth or thorough knowledge of the subject matter

A 
Teaching/ Evaluation practices
(Primarily dependent to several factors:  
-Teacher’s style 
-Personality
-Personal interest on the subject
-Use of variety of teaching strategies)
40
Q

Hallmarks of Good Teaching:

Allied health science students expect the instructor to be available to them when needed

A

Availability to students
(During:
-Stressful clinical situations
-Physically helping students
-Giving appropriate amounts of supervision
-Freely answering questions
-Acting as a resource person during clinical learning experiences)

41
Q

It means that the teacher who is dealing with children should be given in-service education for discharging his responsibilities in personal, educational and vocational guidance

A

Teacher/ Medical Technologist’s Roles in Guidance

42
Q

Complementary/ shared responsibility in order to facilitate the learners

A

Guidance

43
Q

range of activities that enables learners of any age and any point in their lives to identify their capacities, competencies, and interest that will manage and align in their individual life paths

A

Guidance

44
Q

Organized, purposeful, and deliberate efforts designed to bring about certain desirable ends in an individua

A

Teaching

instruction, tasks, activity, to induce learning

45
Q

Defined as a change in behavior that can be observed or measured and occur anytime as a result of exposure to a stimuli

A

Learning

gaining/ acquisition of knowledge, change of behavior

46
Q

Barriers to (Teaching vs Learning):

  • Lack of time
  • Lack of expertise of educational background
A

Teaching

47
Q

Barriers to (Teaching vs Learning):

  • Lack of motivation
  • Lack of budget allocation for educational programs
A

Teaching

48
Q

Barriers to (Teaching vs Learning):

  • Lack of time to learn
  • Illness, stress, ailments/ diseases
A

Learning

49
Q

Barriers to (Teaching vs Learning):

  • Low literacy, low comprehension
  • Negative influence: peers, family background, experiences
A

Learning

50
Q

Barriers to (Teaching vs Learning):

  • Personal characteristics
  • Lack of support and ongoing positive reinforcement
A

Learning

51
Q

Barriers to (Teaching vs Learning):

  • Lack of willingness to learn
  • Inconvenience
A

Learning

52
Q

qualities of a person being exemplified in a certain field/ discipline that includes standards for behavior, and ability to embody the companies value and do what the stakeholders expects of them

A

Professional Attributes

Reason why they should hire/ promote you

53
Q

Qualities that make you stand out among the rest

A

Professional Attributes

Dependability, strong work ethics, willingness to learn, adaptability, and flexibility

54
Q

Traits that you naturally have, that makes you unique and can determine your effectiveness in a certain job role

A

Personal Attributes

55
Q

Positive characteristics that make us as a person, characters that makes our personality

A 
Personal Attributes
(Teachers have a view of learning to teach as a lifelong process and dispositions and skills for working towards improving their own teaching as well as improving schools)
56
Q

Ideal Personal Attributes: expected in a person

PHVPEC

A 
Passion
Humor
Values & Attitude
Patience
Enthusiasm
Commitment
57
Q

Ideal Personal Attributes:

Emotions, motivation, what makes us feel good, strong feeling of love, enthusiasm, or something

A

Passion

58
Q

Ideal Personal Attributes:
in teaching, exerting more efforts to implore learning to the students as well as not only understanding about needs but guide them through discipline

A

Passion

59
Q

Ideal Personal Attributes:

One beloved qualities of a person, positive feeling

A

Humor

60
Q

Ideal Personal Attributes:

Cause amusement or laughter, ability to find amusement or comedy in something

A

Humor

61
Q

Ideal Personal Attributes:

connotes standards, code of ethics and strong beliefs

A 
Values & Attitude
(Ex of Values a Teacher is Expected to Have:
-Open-mindedness
-Fairness and impartiality 
-Sincerity and honesty
62
Q

Ideal Personal Attributes:

Refers to the teacher’s uncomplaining nature, self-control and persistence

A

Patience

Partnered w/ calmness during difficult situations

63
Q

Ideal Personal Attributes:

Refers to eagerness and excitement

A

Enthusiasm

It is an irresistible feeling that intensifies the student’s momentum to reach a desired goal

64
Q

Ideal Personal Attributes:

A solemn promise to perform the duties and responsibilities mandated by laws and code of ethics of the profession

A

Commitment

Solemn promise, consistency, and selflessness

65
Q

Ideal Personal Attributes:
It is an unwavering pledge to perform all teaching and learning activities w/ consistency and selflessness to the best interest of the students under their care

A

Commitment

66
Q

4 Factors that Influence Student Motivation: ARCS

A

Attention
Relevance
Confidence
Satisfaction

67
Q

4 Factors that Influence Student Motivation:

getting and sustaining student attention and directing attention to appropriate stimuli

A

Attention

How a student remains focused to a certain task

68
Q

4 Factors that Influence Student Motivation:
Relation of what we are doing by showing learning itself is enjoyable or satisfying students’ psychological needs (achievement or affiliation)

A

Relevance

making instruction applicable to present and future career opportunities

69
Q

4 Factors that Influence Student Motivation:

helping students believe that some level of success is possible if effort is exerted

A

Confidence

70
Q

4 Factors that Influence Student Motivation:
attained by helping students feel good about their accomplishments and allowing them to exert some degree of control over their learning experience

A

Satisfaction

71
Q

Ways to Motivate Learners:
___ several senses
___ involve the patients or clients in the learning process

A

use

actively

72
Q

Ways to Motivate Learners:
___ an environment conducive in learning
___ the extent to which the learner is ready to learn

A

provide

assess

73
Q

Ways to Motivate Learners:
___ the perceived relevance of the info
___ the info

A

determine

repeat

74
Q

Ways to Motivate Learners:
___ the info
___ learning a pleasant experience

A

generalize

make

75
Q

Ways to Motivate Learners:
___ with what is known; move toward with what is unknown
___ info at an appropriate rate

A

begin

present

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