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  • Teacher as an Agent of Change or Maintainer of Tradition

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    Carthy Tang
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    This document discusses whether a teacher should act as an agent of change or a maintainer of tradition. It argues that teachers should be agents of change by preparing students for their future rather than focusing on the past. It provides tips for teachers to embrace change, such as building a vision, embracing new paradigms like student-centered learning, listening to students, acknowledging what they don't know, and pushing limits in the classroom. The goal of teachers should be preparing students for their lives, not just the workplace. Overall, the document makes a case that teachers must be willing to change and innovate to best educate students.

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    Teacher as an agent of change

    Original Title

    Teacher as an Agent of Change

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    This document discusses whether a teacher should act as an agent of change or a maintainer of tradition. It argues that teachers should be agents of change by preparing students for their future rather than focusing on the past. It provides tips for teachers to embrace change, such as building a vision, embracing new paradigms like student-centered learning, listening to students, acknowledging what they don't know, and pushing limits in the classroom. The goal of teachers should be preparing students for their lives, not just the workplace. Overall, the document makes a case that teachers must be willing to change and innovate to best educate students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    296 views12 pages

    Teacher as an Agent of Change or Maintainer of Tradition

    Uploaded by

    Carthy Tang
    This document discusses whether a teacher should act as an agent of change or a maintainer of tradition. It argues that teachers should be agents of change by preparing students for their future rather than focusing on the past. It provides tips for teachers to embrace change, such as building a vision, embracing new paradigms like student-centered learning, listening to students, acknowledging what they don't know, and pushing limits in the classroom. The goal of teachers should be preparing students for their lives, not just the workplace. Overall, the document makes a case that teachers must be willing to change and innovate to best educate students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 12

    TEACHER AS AN AGENT OF

    CHANGE
    OR
    TEACHER AS A MANTAINENCE
    OF TRADITION
    Prepared by:
    Nur Fadhilah Binti Mohd
    Shaher
    Nur Nezanna Binti

    QUESTION
    QUESTION
    Teacher as an agent of
    change or teacher as a
    maintenance of tradition.
    Give responses to the
    statement above based on
    students prior knowledge.

    Agent of Change
    We need to teach of kids

    for their future, not our


    past (Daniel Pink)
    Lives in the future, not the
    present.
    Is fueled by passion and
    inspires others
    Has a strong ability to self-

    Build vision
    Look for a new paradigm
    Listen to your students
    Its ok not to know
    Push the limits

    Build Vision

    Some men see things at they are


    and ask Why?
    I dream things that never were and

    Look for a New Paradigm


    Student-centered education
    Project-based learning
    Authentic learning
    Technology-rich learning

    environments

    Listen to Your Students


    Pay attention to their

    responses
    Examine their successes
    Ask them what is working
    Assess them formatively as
    well as summatively

    Its OK Not to Know


    Dont be the Sage on the

    Stage
    Ask for student assistance
    Empower student experts

    Push the Limits


    Its not about preparing

    them for the office anymore.


    Its about preparing them
    for their lives.

    Are YOU a Change Agent?

    References
    Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam,

    D. (2003)Assessment for Learning: Putting it into


    practice. Berkshire, England: Open University Press.
    Butler, D.L. & Winnie, P.H. (1995) Feedback and selfregulated learning: a theoretical synthesis.Review of
    Educational Research, 65(3), 245-281.
    Sadler, D.R. (1998) Formative assessment: revisiting
    the territory.Assessment in Education, 5(1), 77-84.
    WINGARD, R.G. (2004) Classroom Teaching Changes
    in Web Enhanced Courses: A Multi-Institutional Study,
    Educause Quarterly27 1

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