Concluding Reflection
Now, let’s look back at the statements that we considered at the start of the course: Consider: Discuss these with your learning partner.
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Video: Reflection
Now, think about your own school by reflecting on ideas the video presented and completing the following table. Professional Behaviour My thoughts Dress appropriately Does your school have a dress code? What is suitable clothing for your school? Punctuality What can help with punctuality? Posture (the way we stand)What posture shows that you are listening and
Task
Consider to what extent (and where) you demonstrate the 4 core values of respect, care, integrity and trust in your role as a teacher. Remember that answers might be from both inside and outside of the classroom. There is an example in each box to help you. Write these down and discuss with your learning partner,
Task
Read the following end of term report card for Form 4 student, Michael Alleyne. With your learning partner, answer the following questions: Most 1 2 3 4 5 6 7 8 9 10 Least Now consider, how can
Professional Boundaries
Importantly, a teacher is exactly that to a student – a teacher, NOT a friend. So, the relationship must be appropriate. An unethical relationship is one that is morally wrong. It would be unprofessional because it might be seen as the teacher using their power in the wrong way. The invisible, clear line between a
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Professional Relationships with Parents, Carers and the Community
A good quality teacher-parent relationship can directly impact students’ learning and well-being. It can also help to improve grades and attendance. Teachers are in a position of trust, as families hand over their children to teachers and schools for much of the day, week and year! Parents expect their children to be happy, safe and
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Professional Relationships with Students
Everyone remembers a teacher who has had a positive (and negative) impact on their life. Good quality relationships with students can maintain students’ interest, increase confidence and keep students in school. Do you see your student as a learner or a person? What is the difference? Although the previous features of trust, honesty, reliability, competence,
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Building Good Quality Professional Relationships
You might have noticed from this last task that some of your answers were similar, even if the person we are developing the relationship with is different. Here are some key features for good quality relationships with everyone: Often, difficulties arise in school communities due to differences in people’s way of reflecting, interacting and/or problem
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Professional Relationships
As teachers, we build connections with the whole community associated with a school. These relationships are between yourself (as a teacher) and other: Discuss the following with your learning partner. You might want to write these answers in your teacher portfolio. Note that good quality relationships do not ‘just happen.’ Instead, they need to be
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Introducing Professional Behaviour, Knowledge and Relationships (1)
No matter which teaching standards you use, most can be divided into 3 clear areas: 1. Professional Behaviour (how you act as a teacher) 2. Professional Knowledge and Skills (how much you know about teaching and your subject, and how well you apply this. This includes subject understanding, professional development, teaching and assessment skills in
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