Part I – What does it mean to teach (or practice) responsibly?
The purposes and or/goals I believe display responsible practice in your context , my context is either in a organization structure or during an education setting. Management theorist such a Phillips Selznick (1998) defines an organization as a social entity set out to accomplish and allocate tasks and responsibilities. The steps I believe that depicts responsible practice from my standpoint includes and not limited to; motivating, overseeing, controlling and having authority over a classroom, adult learner and an organization: to accomplish the aims and objectives set forth. Personal values I believe in, and attempt exude for responsible practice will be adopted from my personal …show more content…
Effective leadership that is based off good decision. Decision is defined by Houston (2009), as a choice and judgment between two options. In regards to being an educator or leader no one wants a taskmaster over them dictating their every move, as this may lead to resentment, which stems from but also leads to animosity. This animosity or ill-feelings may leads to assigned task not being done up to grading criteria, quality assurance standard and/or with a nonchalant attitude. An effective educator or leader is one who leaves persons to do their assigned task after instructional clarity has been established, thereby working with and abiding by the organizations/institutions guidelines and working off their initiative[minus the informal leadership structure and relationships of …show more content…
Yaki (1999), among other researchers highlight the importance of studying the correlation between charismatic/transformational leadership style and moderating and mediating mechanism of motivation. The concepts for leadership whether as an adult educator or in a workplace setting includes and consist of; intellectual stimulation, positive reinforcement and individualized attention, just to name a few. Garkovich (1999) article highlights that there has been “no successful” examples that helps us to identify or pinpoint whether it is ‘value’ or ‘preference’ that defines success. I highlighted this section because it can be applied to teachers[leader], who shout they have had “success” in whatever he or he was campaigning. Within this leadership style, it is important to note that definitions differ vastly, from the classroom and the adult
The purposes and or/goals I believe display responsible practice in your context , my context is either in a organization structure or during an education setting. Management theorist such a Phillips Selznick (1998) defines an organization as a social entity set out to accomplish and allocate tasks and responsibilities. The steps I believe that depicts responsible practice from my standpoint includes and not limited to; motivating, overseeing, controlling and having authority over a classroom, adult learner and an organization: to accomplish the aims and objectives set forth. Personal values I believe in, and attempt exude for responsible practice will be adopted from my personal …show more content…
Effective leadership that is based off good decision. Decision is defined by Houston (2009), as a choice and judgment between two options. In regards to being an educator or leader no one wants a taskmaster over them dictating their every move, as this may lead to resentment, which stems from but also leads to animosity. This animosity or ill-feelings may leads to assigned task not being done up to grading criteria, quality assurance standard and/or with a nonchalant attitude. An effective educator or leader is one who leaves persons to do their assigned task after instructional clarity has been established, thereby working with and abiding by the organizations/institutions guidelines and working off their initiative[minus the informal leadership structure and relationships of …show more content…
Yaki (1999), among other researchers highlight the importance of studying the correlation between charismatic/transformational leadership style and moderating and mediating mechanism of motivation. The concepts for leadership whether as an adult educator or in a workplace setting includes and consist of; intellectual stimulation, positive reinforcement and individualized attention, just to name a few. Garkovich (1999) article highlights that there has been “no successful” examples that helps us to identify or pinpoint whether it is ‘value’ or ‘preference’ that defines success. I highlighted this section because it can be applied to teachers[leader], who shout they have had “success” in whatever he or he was campaigning. Within this leadership style, it is important to note that definitions differ vastly, from the classroom and the adult