BTE2601
ASSIGNMENT 2
STUDENT NUMBET: 65427068
, QUESTION 1
1.1 There are 7 roles of the teacher, list at least five.
• Learning mediator
• Leader, administrator, and manager
• Community, citizenship, and pastoral role
• Assessor
• Learning area/subject discipline/phase specialist
1.2 Mention and describe five tools to guide reflection.
Step 1: What happened?
Describing what happened is more difficult than it sounds. We all tend to jump to
interpretation or judgement, but it is important to begin by simply telling the story. Write
down only what happened, without analysing or judging, to create a brief narrative.
Step 2: Why did it happen?
Trying to understand why an event happened the way it did at the beginning of reflection.
We must search for explanations within the context of the event. Searching deeper, we may
find that a specific event serves as an example of a more general category of events. We
need to consider the underlying structures within the school context that may form part of
the event and examine our deeply held values and our overarching teaching aims. As we
search, we often find more questions than answers.
Step 3: Reflection
Reflection often stops with answering the ‘why’ question. If the goal is to become a
reflective practitioner, however, we need to look more deeply. The search for meaning is
step four.
ASSIGNMENT 2
STUDENT NUMBET: 65427068
, QUESTION 1
1.1 There are 7 roles of the teacher, list at least five.
• Learning mediator
• Leader, administrator, and manager
• Community, citizenship, and pastoral role
• Assessor
• Learning area/subject discipline/phase specialist
1.2 Mention and describe five tools to guide reflection.
Step 1: What happened?
Describing what happened is more difficult than it sounds. We all tend to jump to
interpretation or judgement, but it is important to begin by simply telling the story. Write
down only what happened, without analysing or judging, to create a brief narrative.
Step 2: Why did it happen?
Trying to understand why an event happened the way it did at the beginning of reflection.
We must search for explanations within the context of the event. Searching deeper, we may
find that a specific event serves as an example of a more general category of events. We
need to consider the underlying structures within the school context that may form part of
the event and examine our deeply held values and our overarching teaching aims. As we
search, we often find more questions than answers.
Step 3: Reflection
Reflection often stops with answering the ‘why’ question. If the goal is to become a
reflective practitioner, however, we need to look more deeply. The search for meaning is
step four.
