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. …show more content…
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
Both Ronald Morrish and Craig Seganti have been educators for many years and have subsequently developed their theories over many years of teaching. Both believe that it’s important first to establish the belief in students that the educator has the authority and is in command. Morrish and Seganti both also stress the importance of establishing rules and teaching students how to comply with those rules. For instance, Morrish and Seganti assert that it’s critical to practice appropriate classroom rules. Both also agree that it’s important only to make rules that you’re absolutely willing to enforce and that students should not be involved in creating these rules. Moreover, Morrish and Seganti also have similar perspectives regarding how self-esteem
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.
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.
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.
In the previous example, I noted how my teacher taught us that all opinions were equal. This, beyond encouraging some students to talk, also eliminated the statuses of the class. Statuses extend far beyond the roles of teacher and student, especially in high school. Students will, depending on how they see themselves in the hierarchy of the class, speak out more or less to fit those roles. For example, if a student sees him or herself as a bookworm, it is likely that student will answer more questions than if he or she was seen as an athlete. In school, I was dubbed “the smart kid.” As such, I was expected to earn the highest test grades, take the best notes, and speak out more in class. We have all had that moment in a class when the teacher asks a question and then waits for an answer. Unless there is a quick reply, an awkward silence usually ensues. I can distinctly remember a few of these times when people would turn to look at me, hoping I could provide some relief from the uncomfortable state of the room. They did this because it was my “job.” My status dictated that I have the answer to most every question in order to avoid that silence. If, instead, my status was class clown, just to name an example, I would have been expected to crack a joke every so often. It is easy to see, through these examples, that
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
It is my desire to have involvement with students, parents, education professionals, community, and community agencies. As I move forward with learning the role and responsibilities of the professional school counselor, I am reminded of a quote by Carol Allen Simmons, “I want to lend a helping to show someone the way. I want my life to be an example as I go, cause I never pass this way again.” I will lead, learn and grow in the knowledge of this profession because I only have a short time to impact students with direction and care. As I advance on how to educate the whole student; I am attentive, motivated, and conscious of the huge responsible to education all.
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.
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
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.
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
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.
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