Week 3: Good Teaching Practice: Roles and Function of a

Teacher

Jagtap, Prakash (2016), Teachers Role as Facilitator in Learning, pages 3903 – 3905.

(10 points will be covered from this reading for the assessment task)

Roles of a Teacher
✘ As a Manager
 Responsible for the effective management of the class from start to finish
 Carries systematic activities throughout the day
 Expected to maintain order in the classroom
✘ As a Counsellor
 Teachers are expected to respond constructively when problems crop up concerning
student behaviour.
 Teachers provide guidance and assistance if students experience problems.
✘ As a Motivator
 Teachers encourage and motivate learners to study well and behave properly in and
outside the classroom.
 Teacher is good at motivating learners to make them listen, participate, and understand
instructions.
✘ As a Leader
 Teacher directs, coaches, supports, and delegates depending on the needs of the
situation
 To be a good leader, you must be a good follower
✘ As a Model
 Teacher should look his best all the time, master his lessons, show interest in the
learner’s welfare, show his good behaviour, and include good work and attitudes.
 Teacher should be fair in dealing with students and exhibit good judgement when
situation calls for it.
✘ As a Public Relations Specialist
 Teacher deals with people outside the school with credibility.
 Teacher must have a good public relations to make a good name for his school.
✘ As a Parent-Surrogate
 In school, the teacher is the parent of the learners.
 Adding to main functions of developing the learners intellectually, the teacher is also
expected to train the learners socially and emotionally and to look after their physical
and mental well-being.
 Teacher guarantees that the individual rights of the learners in education and safety is
respected.
✘ As a Facilitator
  The learners must be given the chance to discuss things under the close supervision
and monitoring of the teacher.
 Teacher prepares guidelines which will serve as the focus of discussion and activities.
✘ As an Instructor
 The main function of the teacher is instruction.
 Teachers make decisions as to what to teach, what instructional materials to use what
method to employ in teaching a particular content, and how best to evaluate the
intended learning.

THE TEACHER
✘ HALLMARKS OF GOOD TEACHING
a. Professional competence
b. Interpersonal relationship
c. Teaching/ Evaluation practices
d. Availability to students

PROFESSIONAL COMPETENCE
✘ The teacher who enjoys teaching shows genuine interest in patient, and displays
confidence in his or her professional abilities.
✘ The teacher who is creative and stimulating and can excite student’s interest and can
demonstrate clinical skills with expertise is also valued.

INTERPERSONAL RELATIONSHIPS WITH STUDENTS

 As in all relationships, it is important that teachers listen to learners and try to see the world
through their eyes
 First approach: Respect learners t care about their concerns
 Second approach: Accept learners as they are, whether or not you like them
 Third approach: Honest communication contributing to healthy relationships with learners
 Fourth approach: Clearly identifying the learner’s responsibilities in the learning process.

INTERPERSONAL RELATIONSHIP
This skill is demonstrated by:
1. taking interest in learners,
2. Being sensitive to their feelings and problems
3. Conveying respect for them
4. Alleviating their anxieties
5. Being accessible for conferences
6. Being fair
7. Permitting learners to express differing point of view
8. Creating an atmosphere in which they feel free to ask questions
9. Conveying sense of warmth

TEACHING PRACTICES
✘ Teaching practices- defined as the mechanics, methods, and skills in classroom and clinical
teaching.
 Students value a teacher who has a thorough knowledge of the subject matter and can
present material in an interesting clear and organized manner.
 TEACHING/EVALUATION PRACTICES
✘ Jacobson (1966): defined teaching practices as the mechanics, methods and skills in
classroom and clinical teaching.
✘ Teaching subject matter in a stimulating way and inspiring learner interest hinge on several
factors such as:
- Teacher’s style
- Personality
- Personal interest on the subject
- Use of variety of teaching strategies

AVAILABILITY TO STUDENTS
✘ Allied health science students, expect the instructor to be available to them when needed.
This may take the form of being there in the following:
 stressful clinical situations
 physically helping students
 giving appropriate amounts of supervision
 freely answering questions and;
 acting as a resource person during clinical learning experiences.

TEACHER/MEDICAL TECHNOLOGIST’S AND ROLES IN GUIDANCE

✘ The concept of guidance, which associated it with the daily activity of the classroom
teacher, gives a greater responsibility to him. 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.
✘ make sure the young person has a voice in setting learning targets

Definitions of Teaching
✘ Organized, purposeful, and deliberate efforts designed to bring about certain desirable ends
in an individual.
✘ It is an action of a person imparting skill, knowledge, or even a value to another.
✘ It is an attempt to assist students in acquiring or changing some skill, knowledge, ideal
attitude, or appreciation.
✘ It is a process or set of actions to induce learning and eventually to succeed in learning.

Learning
✗ Defined as a change in behavior that can be observed or measured and occur
anytime as a result of exposure to a stimuli
✗ Acquisition of knowledge and skills consciously such that behavior is altered in some
way
Barriers
✗ Factors that impede the ability to deliver educational services
✗ Factors that negatively affect the ability of the learner to pay attention and process
information
 Personal Attributes of a Teacher
1. Passion
 Passionate teachers exude spontaneity in ministering to the needs of the students
especially those experiencing learning difficulties.
 It drives them to care for their students corrected with appropriate reformative action.
2. Humor
 Teacher’s humor connects them with their student like a magnet.
 They enjoy as a group, thus promote a spirit of togetherness.
 A clean joke will always elicit rapport in a learning environment.
3. Values and Attitude
 Values connotes standards, code of ethics and strong beliefs
 Teachers are models of values
 Examples of values a teacher is expected are:
- open-mindedness
- fairness and impartiality
- sincerity and honesty
4. Patience
 It refers to teacher’s uncomplaining nature, self-control and persistence.
 Teachers calmly endure their students’ limitations and difficulties
5. Enthusiasm
 Refers to eagerness and excitement
 Enthusiastic teachers are full of energy and dynamism where students look forward
to any activity they participate in with them.
 It is an irresistible feeling that intensifies the student’s momentum to reach a desired
goal.
6. Commitment
 A solemn promise to perform the duties and responsibilities mandated by laws and
code of ethics of the profession.
 It is unwavering pledge to perform all teaching and learning activities with
consistency and selflessness to the best interest of the students under their care.
 Committed teachers are caring and dedicated

WAYS TO MOTIVATE LEARNERS

✘ Use several senses
✘ Actively involve the patients or clients in the learning process
✘ Provide an environment conductive in learning
✘ Assess the extent to which the learner is ready to learn
✘ Determine the perceived relevance of the information
✘ Repeat information
✘ Generalize information
✘ Make learning a pleasant experience
✘ Begin with what is known; move toward with what is unknown
✘ Present information at an appropriate rate
Bastable, Susan B. (2019). Nurse as Educator: Principles of Teaching and Learning for Nursing
Practice

Jagtap, Prakash (2016), Teachers Role as Facilitator in Learning

Scherer, Marge (2016), Essentials on Being A Teacher: Readings from Educational Leadership