When students ask questions and find the answers for themselves, they get involved in their own learning. Educational Dividends knows how powerful that can be for the student and the teacher. Educational Dividends also knows that creating a facilitative learning environment brings challenges for teachers. First, teachers must adapt to a new way of teaching by managing more open
ended discovery by students. This means shifting roles from a lecturer to a facilitator who provides resources, monitors progress and encourages students to problem solve. Teachers reap benefits when they see how excited their students are about applying their knowledge to solve a problem. Second, facilitative learning requires that students do the work. However, many students, especially those who prefer to know “how to get an A,” are uncomfortable with the open-ended design of
facilitative learning. They are not familiar with projects that require them to apply their knowledge and problem solve. So, at first, students can get frustrated. Teachers must teach students to manage their own learning. The result will be students who are more creative and able to apply their learning to life’s challenges. An added benefit is that teachers find once the shift to facilitative learning is implemented, students are more motivated in the classroom resulting in fewer discipline
problems. Third, facilitative learning requires students to apply their knowledge across subjects and that requires teachers in different disciplines to work together. Teachers feel comfortable managing their own classrooms but sometimes may not be used to working with their peers. Teachers must use facilitation skills to find positive ways of working on a single project with teachers in other disciplines. As a result, teachers find that working with their peers offers them more resources and ideas to share with students in their classrooms. By Mrs. Sanjana Katoch  “Teaching is Helping” The teacher must adopt the role of facilitator, not a content provider. “You cannot teach a man anything. You can only help him, discover it within himself.” Never teach pupils but only attempt to provide the conditions in which one can learn. A facilitator is a person who assists a group of people in grasping at their common targets and in achieving them without any intervention on his/her behalf. When we say the teacher has to play the role of a facilitator in the classroom, this means that the teacher should not be the king who controls the activities of the learners. He/she should grant the learners some space to let the spirits of creativity and innovations. In other words, the learners must get involved in active participation that would be represented in argumentative discussions and teamwork activities, so that the process of learning becomes comprehensive. Teachers are becoming learning facilitators. Their role is shifting from instructing students ‘construct their own learning.’ Traditionally, teachers are the ones with knowledge and expertise in a particular field. They impart that knowledge through a variety of means to their students. A successful facilitator embodies respect for others and a watchful awareness of many layers of the reality in a human group. A facilitator is a person who helps a group of people to work together in a better way, understand their common objectives, and plan how to achieve these objectives during meetings or discussions. In doing so, the facilitator remains neutral, meaning he/she doesn’t take a particular position in the discussion. As a facilitator, the teacher’s job is to support every student to do their best thinking and practice. As a facilitator, the teacher encourages the full participation of students, promotes mutual understanding, and cultivates shared responsibility among students. By supporting every student to do their best thinking, a facilitator enables all students in a group to search for inclusive solutions and build sustainable agreements. As a facilitator, teachers also require a good understanding of processes, how to enable group decision making, structuring agendas for appropriate results, problem-solving, etc. Teachers who are the high facilitator of personnel growth have these characteristics: Effective listening, genuineness, understanding, respect, intelligence, and skill in interpersonal communication. What is the difference between teacher and teacher facilitator?Teaching mainly focuses on self-learning via self-inspection and guided set of rules. Facilitation assists students to learn together in a group, or to accomplish to some degree together as a group. In teaching, teacher is the primary controller of the session.
What is the role of the facilitator in the classroom?Facilitators concentrate on the learning process.
They are there to encourage collaboration and self-learning. Teachers are more focused on delivering content, whereas facilitators stimulate discussions, ask questions to get the group thinking, and encourage peer-to-peer communication.
What does it mean for a teacher to be a facilitator?ROLE DEFINITION. The Teacher-Facilitator is an educational visionary who explores and invests in innovative practices and coaches learners through challenges.
Is teacher and facilitator the same?Facilitators are sometimes teachers, but teachers – especially those with more traditional training – sometimes have difficulty 'letting go' of their authority and adopting more facilitative approaches to learning. A key difference is the extent to which the educator promotes student engagement with the subject matter.
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In what ways does the role of the teacher as facilitator differ from the role of a teacher in a traditional classroom?
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