EMPOWERING EDUCATORS:

UNDERSTANDING AND EMBRACING THE DYNAMIC ROLE OF A

TEACHER
What is a growth mindset?
5 Characteristics of a Growth Mindset
 Accepts flaws and mistakes as opportunities for improvement.

 Recognizes setbacks as part of the learning process.

 Sees intelligence as something that can be developed.

 Embraces challenges and even probable failure.

 Open to feedback.
• How does the concept of growth mindset
relate to PD and being the best teacher that
you can be?
• How does having a growth mindset help
your students?
The Roles of a Teacher
• What are the roles a teacher needs to perform to be
effective at their job?
• Rank these roles.
• List the challenges relating to each one.
• Divide this list into two columns: ones you feel confident
performing and ones that you would like to be much
better at?
 Role Model:
Facilitator:
 Demonstrate positive values
 Encourage student participation and Motivator:
and behaviours.
Mentor: collaboration. 
 Ignite and sustain students'
Set an example for ethical
 Guide students in their academic and  Create an environment that promotes interest in learning.
conduct and professionalism.
personal development. active learning. 
 Provide encouragement
Inspire students to emulate
 Provide advice and support for  Foster critical thinking and problem- during challenges.
positive traits.
setting and achieving goals. solving skills.  Celebrate achievements to
 Offer insights based on experience. boost confidence.
Innovator:
Collaborator:
 Embrace creativity
 Work with colleagues, and innovation in
Evaluator: parents, and community teaching methods. Advisor:
 members to support  Assist students in making informed
Assess student progress and  Explore new
student learning. decisions about their academic and
understanding. approaches to
 Participate in professional engage students in career paths.
 Provide constructive feedback to
learning communities and the learning process.  Offer guidance on subject choices,
guide improvement.
interdisciplinary extracurricular activities, and future
 Use various assessment methods to  Adapt to the evolving
collaborations. goals.
cater to diverse learning styles. needs of education.

Lifelong Learner: Counsellor: Advocate: Technologist:

  Address students' emotional 
Continuously seek Advocate for the needs  Integrate technology into lessons to enhance
professional development and social needs. and interests of students. learning.
opportunities.  Listen and offer support during  Support educational  Help students develop digital literacy skills.
 Model the importance of times of stress or difficulty. policies that benefit
lifelong learning for students and the teaching  Stay current with educational technology trends.
 Collaborate with other
students. professionals when necessary. profession.
 Stay informed about current  Address equity issues
educational research and within the educational
trends. system.
Brainstorm
• Brainstorm things you have learned in class or from
another teacher which have helped you improve.
• Brainstorm challenges or failings which have led to
self-improvement. Give examples.
• Brainstorm evidence-based teaching strategies
which you have implemented successfully.
Active Learning:
 Explanation: Engage students in activities Peer Teaching:
Feedback and Assessment:
that require them to actively participate,  Explanation: Students teach concepts
discuss, and apply concepts.  Explanation: Provide timely and
to their peers, reinforcing their own
constructive feedback to students to
 Example: Use think-pair-share activities understanding and providing
guide their learning and inform
where students think individually about a alternative perspectives.
instructional decisions.
question, discuss their thoughts with a  Example: Assign students to small
partner, and then share their ideas with the  Example: Use rubrics to provide
groups and have each group present a
class. specific feedback on assignments,
topic to the class, encouraging
highlighting strengths and areas for
collaboration and communication skills.
improvement.

Flipped Classroom:
 Explanation: Reverse the
traditional teaching model by Problem-Based Learning (PBL):
having students review  Explanation: Present students with real-world problems and guide them through the
instructional materials at home process of solving these problems.
and engage in interactive
activities or discussions in class.  Example: In a science class, students could investigate and solve a real environmental
issue, applying scientific principles to propose solutions.
Example: Assign video lectures for
homework and use class time for group
discussions, problem-solving, and hands-on
activities

EVIDENCE-BASED TEACHING STRATEGIES

 Graphic Organizers: Socratic Questioning:
Multisensory Instruction:
 Explanation: Use visual tools such  Explanation: Encourage critical thinking
as concept maps or diagrams to by posing open-ended questions that  Explanation: Appeal to different
help students organize and prompt discussion and deeper learning styles by incorporating visual,
understand information. understanding. auditory, and kinesthetic elements
into lessons.
 Example: Have students create a  Example: In a literature class, ask
concept map to illustrate the students to analyze a character's  Example: When teaching vocabulary,
relationships between different motivations or the author's intent, use flashcards for visual learners,
historical events or scientific promoting thoughtful dialogue. pronunciation exercises for auditory
concepts. learners, and hands-on activities for
kinesthetic learners.

Metacognition:
 Explanation: Teach students to be aware of their own
thinking processes and monitor their understanding.
 Example: Pause during a lesson to have students
Cooperative Learning: reflect on what they've learned and how they can
 Explanation: Organize students into apply the knowledge.
small groups to work together on tasks,
fostering collaboration and
interpersonal skills.
 Example: Assign a group project where
students collectively research and
present information on a given topic. EVIDENCE-BASED TEACHING STRATEGIES
QUICK FIRE ROUND:

• Pick a problem and identify an effective strategy to deal with it.

• 1. Over-reliance on L1 in the classroom
• 2. The Challenge of Students of Different Abilities in One Classroom
• 3. Inadequate Time Management and Insufficient Time for Active
Production Tasks in the Classroom
• 4. Lack of Student Motivation and Engagement, with a Focus Solely on
Final Assessment Scores
 References
• Atkinson, D. (1993). Teaching Monolingual Classes. Mass: Longman

• Brown, D, H. (2001). Teaching by Principles. Mass: Longman

• Carson, E. & Kashihara, H. (2012). Using the L1 in the L2 classroom: The students speak. The Language Teacher 36(4). 41-48.

• Deocampo, M.F. (2020) Issues and Challenges of English Language Teacher-Trainees’ Teaching Practicum Performance: Looking Back
and Going Forward. LEARN Journal : Language Education and Acquisition Research Network Journal, Volume 13, Issue 2, 486-503.

• Dweck, C. S. (2016). What having a “growth mindset” actually means. Harvard Business Review. Retrieved September 21, 2021, from
https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means

• Prabhu, N.S. (1990). There is no best method-why? TESOL Quarterly, 24(2), 161-176.

• Renandya, W. A., & Widodo, H. P. (Eds.). (2016). English language teaching today: Linking theory and practice (Vol. 5). London: Springer.

• Richards, J. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press.
https://doi.org/10.1017/CBO9780511667152