Role of teaching

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Much of their learning comes from their piers, their smart- hone, or through social networking, not from a learned instructor who is gifted and highly trained in the subject at hand. This makes the role of a teacher that much more vital. How this role is fulfilled, how the teacher motivates their students, and what structural methods are used or of the utmost importance for the training and maturity of students today, whether they are middle school age, or adults picking up the Bible for the first time.

This paper will attempt to examine the role of the teacher, how they can effectively motivate their students through various known structures, and ultimately suggest how the teacher can transform a students learning into knowledge, and knowledge into wisdom. II. Role of a Teacher and my Fulfillment When trying to define a term as broad as ‘teacher,” one could almost determine what definition they intend the word to mean, and then qualify the terminology to fit their intended definition.

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Outside of many who probably think teaching is self-evident, such a pluralistic approach to understanding the role of a teacher cannot benefit the student, so defining the specifics is important. James makes the most declarative statement about he importance of the role of teachers when he says, “Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness. ” 1 This and many other statements in Scripture make evident the strong consequences involved for those who choose, or are gifted, to teach others (cuff.

Matthew 1816; Mark 9:42; Luke 1 7:2 among just a few). 1 Unless otherwise stated, all Scripture references will come from the ESP. Bible translation. The Holy Bible: English Standard Version (Wheaton: Standard Bible Society, 2001), As A teacher’s role then can be a employ one, one that must include many different specific skill sets such as speaking, listening, discipline, planning and organization. Beyond an excellent scholarly knowledge Of the material to be taught, the teacher must create “a stable classroom climate where students experience a triad of clarity, warmth, and productivity. 2 This means there is more to the role of a teacher than a good understanding of the materials. The teacher must continue to set a tone in the classroom, which is emotionally sound, “warm, caring, and friendly,” to provide the students with a better likelihood of redeem to participate, and ask pertinent questions. 3 The teacher can accomplish this through their enthusiasm for their students and the material being taught, and by being flexible in their approach. Flexibility can be one of the greatest assets of a good teacher, and is also a method Jesus used during his ministry on earth.

When looking at differences between how ‘the scribes and the Pharisees taught (Matthew 2312),” and the flexibility Jesus used when he taught, clearly Jesus felt flexibility was an important method over an exacting strictness, which others used to teach. Personally filling these responsibilities is not a task to take lightly. Before I can develop as a teacher must have a firm scholarly understanding of the material. It should be well to note that there is no particular end to scholarly learning as a teacher.

As a teacher I must be prepared to learn just as much from my own students as I do from my own formal studies, but those studies must continue beyond the point Of “graduating” from one level or another. This must be an Ongoing circular process of learning, teaching, and learning. Within this process the coacher must learn how to become a good student in order to become a good teacher, and that includes studying how to teach, not just studying the teaching materials. Beyond this, for me to fulfill my 2 William R.

Young, Created to Learn: A Christian Teacher’s Introduction to Educational psychology, 2nd Edition (Nashville, TN: Academic, 201 0), 454. 3 Ibid. , 455. 4 Ibid. , 456-457. 5 role as a teacher, I must develop the proper skills, be able to honestly self-evaluate my progress, and learn how to incorporate the structures known for becoming an effective teacher. Ill. Extrinsic and Intrinsic Motivational Learning An important factor in motivational learning comes from understanding if the student is “for whatever reason, intrinsically motivated,” or do they need to be extrinsically motivated . Students who are intrinsically motivated are those students who are self-motivated, and eager to learn. They seek their fulfillment in learning from within, whether the motivation comes from a specific interest in the subject, a career decision that requires the specific knowledge set, or something as simple as personal satisfaction in learning. 6 Regardless, these students get, at least some of their devotional desire, their ‘Will to learn,” from an internal factor beyond the control of the teacher.

On the other hand, those students who have no self- motivation to learn, and have determined for one reason or another that they do not want to participate in the learning process, need to be extrinsically motivated by the teacher. This type of motivation comes from “outside the student,” and requires some prompting or guidance to learn direct from the teacher . 7 IV. Significance Of Group Dynamics Another important factor in motivating students is how well the teacher can utilize group dynamics within he learning process.