Many would believe that a group leader should only facilitate groups pertaining to issues they have been trained in. This would not be an outrageous assumption but one point that must be remembered is that experience and training come from a base point. You cannot gain experience in something we never encounter. You must comfortable with going outside of our comfort box and putting yourself in a place for learning. Group leaders must be able to receive criticism and be open to self-examination if they hope to become competent and ethical leaders (Corey, et al., 2015).
Learning is a continuous cycle for both principal and teachers. It is not enough being knowledgeable about policies and regulations. An effective supervisor must also be knowledgeable of the content being taught and recognize when best practices are being used or lacking in teaching. Both teachers and supervisor should engage in ongoing professional development tied to student learning. Teachers are often made to sit through professional development that does not fit their developmental needs or abilities.
Being inspired by another person's work can help and guide you to build your own ideas, but simply taking their work and claiming it as yours is not permitted. The third and last point Gladwell brought up about plagiarism is that writers evolve as time continues and from that, they must have some point of inspiration when writing. Writing can almost be impossible to create a piece that is original or using words that have not been used before which in turn makes it hard for people to not use others work as a foundation for what they are trying to bring to the reader. Plagiarism is a topic in all schools that are discussed among students that it is never all right to use someone else’s work as your own. It sounds simple enough but, it can be hard to write on a topic that is an original piece.
This however fails to recognise the agency of the learner in their ability to contribute to the “culture” of the classroom and this too must be considered. Furthermore he fails to recognise that the content selection or subject selection also contain implicit meanings within, especially when considered curricula like curriculum for social adaptation and social reconstruction and curriculum for academic rationalism which are chosen for the skills and values that they offer to learners (Eisner 1985). Often these curricula have been designed specifically for their implicit curriculum and ability to produce what society deems valuable and necessary. Ultimately the implicit curriculum, perhaps because of its potential of inadvertent damage, must be considered when engaging in curriculum study, simply because it is so important in the education of a child in terms of becoming a functioning adult in
According to an article by John Baker of The Huffington Post, “...How to create, how to invent, how to solve a problem, how to continually learn...” are skills that employers of modern organizations will be looking for and that should be nurtured from an early age. However, from an early age, we are taught the opposite; how to conform to a standard of what is “normal”. Creativity has become an increasingly crucial skill in the modern working world, but with a number of notable exceptions (such as Gifted and Talented and Advanced Placement (AP) classes), this crucial skill is not taught and nurtured from an early age. Rather, you are simply told to “do what you’re told to do”. Rather, you are simply told to “listen to the adult” and that the adult has a higher amount of knowledge than students at all times.
It is an important factor in leadership which is the sign of strength, but whenever I passed on the work to others for the most of the time I have been disappointed. May be I could not communicate the message well enough. Having the vision and idea in mind is one thing, the ability to clearly and sufficiently describe what you want done is different and extremely important. Or maybe I failed to identify the right person for the right task. While working in a team or in my personal life in the family I usually fail to delegate the job to others and I end up working on my own which in some cases could result in inability to control my temper in under work load.
This moment will not define you. This moment will define us. We as a team have brought change and we must continue to bring this change even after we have stepped off of that field. I look around this room and I see faces that have changed so much in such a short time. You have all learned so much from not only each other, but from yourselves.
I had always believed that teaching and learning are not simply the process of imparting and acquiring knowledge. I view teaching as the process of equipping the individuals with knowledge, moral values and skills for their own welfare. This process encourages thinking skills, creativity, moral values, ethics and autonomy. However during that lesson, I went against my own beliefs about teaching and learning. The students were passively absorbing the information as I did not provide any opportunity for creativity and critical thinking.