Understanding Student-Led Groups

Mapping Intimacies ◽

10.1093/oso/9780190076634.003.0014 ◽

2021 ◽

pp. 247-259

Author(s):

Will Kuhn ◽

Ethan Hein

Keyword(s):

Electronic Music ◽

Organizational Psychology ◽

Traditional Education ◽

Music School ◽

Teacher’S Role ◽

Multimedia Production ◽

Teacher's Role ◽

Tv Shows ◽

School Movement

Moving beyond traditional education structures to build a lasting electronic music school movement requires more than charismatic teachers and compelling outcomes. It requires a generation of students who feel ownership of their work, and their work has to make a meaningful impact on the school and the community of students at large. This chapter discusses the teacher’s role in such groups, as a facilitator rather than director. The chapter explains the organizational psychology behind creative teams and gives methods for helping students work in groups that highlight their strengths and that match projects to their abilities and interests. The text outlines the facilitator’s responsibility to motivate productivity, to provide logistical support and resources, and to act as a proxy for the audience. Finally, the chapter shows how these methods can expand beyond music projects to encompass film, TV shows, and other multimedia production.

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An Experimental Approach to the Introductory Political Science Course

News for Teachers of Political Science ◽

10.1017/s0197901900004980 ◽

1982 ◽

Vol 35 ◽

pp. 9-11

Author(s):

William McClure ◽

Michael Stohl

Keyword(s):

Higher Education ◽

Political Science ◽

Experimental Approach ◽

Expert Knowledge ◽

Educational Process ◽

Introductory Course ◽

Teacher’S Role ◽

Teacher's Role ◽

Receiver Model ◽

To Receive

The conventional introductory course rests upon the pedagogical assumption that the teacher's function is to transmit information (or knowledge) and that the student's function is to receive it. According to this transmitter-receiver model of the educational process, teaching begins with a “knower” who “transmits” what he knows to a “learner.” In higher education, certain euphemisms are employed to soften and furnish a color of legitimacy to this model: the teacher is a “scholar,” and “authority,” in his field; he possesses an “expert knowledge” which the student has come to school to “learn“; the student is the “learner.” The teacher's role, accordingly, is the active one of transmitting information and the student's role, accordingly, is the passive one of receiving and recording (or memorizing) this information.

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Teacher's Role in educational change

British Journal of In-Service Education ◽

10.1080/0305763840110103 ◽

1984 ◽

Vol 11 (1) ◽

pp. 14-25 ◽

Cited By ~ 5

Author(s):

R. Vandenberghe

Keyword(s):

Educational Change ◽

Teacher’S Role ◽

Teacher's Role

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“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours

Australasian Journal of Special Education ◽

10.1017/s1030011200024994 ◽

2003 ◽

Vol 27 (1) ◽

pp. 29-45

Author(s):

Gwyn Symonds

Keyword(s):

Parent Education ◽

Positive Reinforcement ◽

Sense Of Self ◽

Body Awareness ◽

Teacher Reflection ◽

Teacher Response ◽

Teacher’S Role ◽

Acting Theory ◽

Teacher's Role ◽

Challenging Behaviours

This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.

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