Roles and Responsibilities of the Teacher and the Boundaries of that Role.
This assignment will endeavour to clarify the changing and ever emerging roles of a teacher within the lifelong learning sector. It will look into the external factors that have that have helped to shape this change along with the varying responsibilities that teachers today now face. It will also discuss the clear and defined boundaries that a teacher within the 21st century now contends with and how these have developed to enhance a safer more secure environment in which leaners are able and encouraged to reach their full potential.
The approach to technique training in both dance and music reflects the ...view middle of the document...
In this environment students can become active leaners engaged and responsible for their own leaning. To enable this environment, teachers can set a task-involving studio as opposed to an ego-involving studio.
TABLE 1 Task-Involving and Ego-Involving Climate Characteristics (Miulli M and Nordin-Bates SM)
Encourages self-improvement Encourages being the best
Supports all students Supports star students
Mistakes help dancers learn Mistakes are not acceptable
Dance and learn with peers Compare and compete with peers
Reward effort Reward success
From this table, the responsibilities of the teacher today become more apparent. For a student to reach their artistic potential they need to be nurtured and also be able to identify their own mistakes. In return these mistakes need to be corrected in a manner that the students can personally understand; this will then enable them to develop and grow. Students need to understand that they are on an equal footing with their peers “Mature artistry requires self-awareness and the capacity for creative collaboration” (Daniels K)
Abraham Maslow (1943) believed that for a person to reach self-actualisation four other factors needed to be in place: physiological needs, safety needs, love and belonging needs and self-esteem. Whilst this theory cannot be fully discounted one must appreciate other schools of learning such as cognitive and behaviourist learning.
Changes to the original five-stage model are highlighted and include a seven-stage model and an eight-stage model, both developed during the 1960's and 1970s.(Maslow 1970)
1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.
2. Safety needs - protection from elements, security, order, law, stability, etc.
3. Love and belongingness needs - friendship, intimacy, affection and love, - from work group, family, friends, romantic relationships.
4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.
5. Cognitive needs - knowledge, meaning, etc.
6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.
7. Self-Actualization needs - realizing personal potential, self-fulfilment, seeking personal growth and peak experiences.
8. Transcendence needs - helping others to achieve self-actualization.
It is through these changes in the both the 1960’s and 1970’s that we can see a clearer essence for teaching methods being reached in which learners need to be nurtured in order to be taught. As Petty (2009) stated “Only information that has been structured and organised by the student can pass into the long term memory and be used in real life.” Because it is only when a student is at there most fulfilled state of psychological needs that they are able to learn. At this point the teacher needs to...