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Module Four |
Reading One: Teacher as Educational Leader |
Facilitator / Guide
Characteristics of the Low Task, Low Relationship Role
respects and affirms individual learner
non-invasive and indirect
responsive to student's initiative
corroborates student's new view of learning
moves into student's line of vision
flows with student's energies
allows student to struggle
adjusts to student's learning style
continually aware of student's experience
draws student out
confirms value of life-experience of student
holds high expectation for student
General Aptitudes for this Teacher role
sets up contexts for active learning and discovery
assists students in diagnosing learning needs
asks leading questions to draw out knowledge already existing in student
assists student in laying out educational plans and learning objectives
inductive - moves from particular to general from concrete to abstract
able to create and sustain group learning activities
knows when to structure and when to allow free play
able to provide and encourage critical feedback
able to delegate and shift control to students
moves students toward collaborative rather than competitive learning
creates exercises that foster communication and mutual support
creates exercises in small group dynamics
creates learning activities that involve students in higher learning skills
Student Aptitudes
sees center of learning inside oneself rather than in external authority
becomes fully activated and makes new demands on self as learner
experiences a need to learn
able to follow own line of vision with assistance from teacher
able to diagnose own learning needs
able to tap into past experiences and apply to present circumstances
able to create general educational goals as well as specific learning objectives
uses higher learning skills: analysis, problem-solving, application, synthesis
able to evaluate own learning
able to fuse internal needs with institutional requirements
moves toward personal meaning orientation
able to work productively in small groups
sees fellow students as resources for mutual learning
appreciates diversity of group members
able to disagree articulately with other group members
contributes toward consensus within the group
able to summarize and critique reading materials
able to connect ideas in different reading materials
able to create new synthesis from disparate ideas
able to constructively criticize ideas and presentations of others
at ease in presence of ambiguity and open-endedness
views learning as on-going from Reinsmith (1992) pp. 129-30