|TITLE||Intrapersonal Awareness and the Professional Teacher - Some Considerations|
|LEVEL||03 - Years 2, 3, 4 in Modular Undergraduate Course|
|DESCRIPTION||This study-unit intends to present teacher trainee the importance of self awareness and self development in the context of their profession. Students will be encouraged to explore how this impacts on the profession of teaching and their relationship with pupils. It is meant to enable future teachers understand one's intrapersonal needs, values, strengths, feelings and motivations. It will cover intrapersonal themes and skills which impinge on the teachers’ performance as teachers and thus need to be addressed and dealt with, so as to offer maximum service to the child. It is also meant to help participants evaluate their motivations for entering a teacher training course. Ideally these themes should be experienced in a small-group seminar format, but will instead by presented in a whole-group lecture/discussion format.
This study-unit intends to enable students to :
- Understand personal needs, values, strengths, feelings and motivations;
- Evaluate their motivations for choosing the educational field as their area of profession;
- Further understand their personal needs, values, strengths, feelings and motivations regarding their sexuality;
- Continue to build on positive self image, self confidence and a deeper understanding of oneself;
- Understand and appreciate their individuality and differences.
1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:
- understand one's personal needs, values, strengths, feelings and motivations;
- help participants evaluate their motivations for choosing the educational field as their area of profession;
- understand the importance of Self Awareness and its effect on teachers' behaviour;
- be aware of personal value and their effect on one's teaching;
- understand decision making and its effect on our pupils;
- manage negative emotions in the classroom;
- understand children's behaviour through the Dreikurs Model Approach.
- Self awareness;
- Decision Making Styles;
- Clarifying values;
- Managing Negative Emotions;
- Practice the Dreikurs Model.
Main Text/s and any supplementary readings:
Gordon, T. (1974) T.E.T. Teacher Effectiveness Training (1974) New York, NY: Random House, Inc.
Stevens, R. (Ed.) (1996) Understanding the Self. London: Sage (Published in association with Milton Keynes: The Open University)
Reading given given throught study-unit.
Albom M. (1958). Tuesdays with Morrie; an old man, a young man, and life’s greatest lesson. Doubleday, New York.
Canfield J., Wells H.C (1994). 100 Ways to enhance self-concept in the Classroom. (2nd Ed.) USA: Allyn and Bacon.
Canfield J., Wells H.C (1997). 101 Ways to enhance self-esteem and responsibility. USA: Allyn and Bacon.
Frankl V. (1959). Man’s search for meaning New York: Pocket Books.
Goleman D. (1996). Emotional intelligence; why it can matter more than I.Q. London: Bloomsbury Publ. Co.
Harris A. T. (1970). I’m OK- you’re OK. London: Pan Books Ltd.
Josselson R. (1996). The space between us; exploring the dimensions of human relationships. USA: Sage.
Powell J. (1967). Why am I afraid to tell you who I am? London: Fontana/Collins.
Powell, J. (1978). Solving the riddle of the self; the search for self-discovery. Allen, Texas: Thomas More, Tabour Publishing.
Satir V. (1972). Peoplemaking. Palo Alto, California : Science & Behaviour Books, inc.
|ADDITIONAL NOTES||This study-unit is only offered to B.Ed. (Hons) Secondary students.|
|METHOD OF ASSESSMENT||
Ruth Falzon (Co-ord.)
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It should be noted that all the information in the study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.