role of teacher conclusion

Roles and Responsibilities of a Teacher: Complete Guide

Teaching is a noble profession that encompasses a diverse array of roles and responsibilities. Beyond simply imparting knowledge, teachers play a pivotal role in shaping the minds and lives of their students.

Over the years, the role of a teacher has evolved significantly, reflecting changes in educational practices, societal expectations, and technological advancements.

Table of Contents

Facilitating Learning

At the core of a teacher’s role is facilitating learning. This involves creating an inclusive and supportive learning environment where all students feel valued and empowered to succeed.

Effective teachers recognize their students’ diverse needs and learning styles and adapt their teaching methods accordingly. They employ various instructional strategies, from hands-on activities to collaborative projects, to engage students and foster critical thinking skills.

Curriculum Development and Lesson Planning

Teachers are responsible for developing and implementing a well-rounded curriculum that meets educational standards and addresses the needs of their students. This involves careful planning and preparation to ensure that lessons are informative and engaging. By designing creative and relevant lesson plans, teachers can capture students’ interest and inspire a lifelong love of learning.

Assessment and Evaluation

Assessment is integral to the teaching process, allowing teachers to gauge students’ progress and understanding. Teachers design and administer various evaluations, including tests, quizzes, projects, and presentations, to measure student learning outcomes. They provide constructive feedback to students, helping them identify areas for improvement and celebrate their successes.

Classroom Management

Effective classroom management is essential for creating a positive and productive learning environment. Teachers establish clear expectations for behavior and academic performance and implement strategies to maintain order and minimize disruptions. By fostering a sense of community and mutual respect, teachers create an atmosphere where students feel safe and motivated to learn.

Professional Development

As lifelong learners themselves, teachers are committed to ongoing professional development. They seek opportunities to enhance their knowledge and skills through workshops, conferences, or advanced coursework.

By staying abreast of the latest research and best practices in education, teachers continually refine their teaching methods and adapt to the evolving needs of their students.

Mentorship and Guidance

Teachers serve as mentors and guides, supporting and encouraging their students as they navigate academic and personal challenges. They offer advice and guidance on educational and career choices, helping students set goals and develop action plans for achieving them. By building solid relationships based on trust and respect, teachers empower students to reach their full potential.

Collaboration with Stakeholders

Education is a collaborative endeavor that requires the cooperation of various stakeholders, including parents, colleagues, and community members. Teachers work closely with parents and guardians to support student learning and address any concerns or issues that may arise.

They also collaborate with colleagues to share resources, exchange ideas, and develop innovative teaching strategies. Teachers enrich the educational experience and broaden students’ horizons by engaging with the community.

Advocacy and Ethical Responsibilities

Teachers are advocates for their students, championing their rights and ensuring equitable access to educational opportunities. They uphold ethical standards and professional integrity, demonstrating fairness, honesty, and respect in all their interactions.

Teachers promote inclusivity, diversity, and anti-discrimination practices in education, creating an environment where all students feel valued and accepted.

The Role of Technology in Teaching

In today’s digital age, technology is increasingly vital in education. Teachers harness the power of technology to enhance teaching and learning experiences, incorporating digital tools and resources into their curriculum. From interactive whiteboards to online learning platforms, technology offers new opportunities for collaboration, creativity, and engagement in the classroom.

Addressing Challenges in Modern Education

Modern education faces numerous challenges, from changing educational standards to societal pressures and technological disruptions. Teachers must adapt to these challenges, finding innovative solutions to meet the needs of their students.

They must navigate the complexities of standardized testing and accountability measures while also addressing their students’ emotional and psychological needs.

The Future of Teaching

As we look to the future, the role of teachers will continue to evolve in response to changing educational trends and societal needs. Teachers will be critical in preparing students for an uncertain and rapidly changing world, equipping them with the skills and knowledge they need to succeed.

By embracing innovation and embracing the opportunities of the digital age, teachers will continue to inspire and empower future generations.

Conclusion of Roles and Responsibilities of a Teacher

In conclusion, the role of a teacher is multifaceted and complex, encompassing a wide range of responsibilities and duties. From facilitating learning and curriculum development to mentorship and advocacy, teachers play a pivotal role in shaping the future of society.

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Roles and Responsibilities of a Teacher: A Comprehensive Guide

A Teacher’s role is to foster a positive learning environment, promote critical thinking, guide student development and collaborate with colleagues and parents. From this blog, you will learn about the Roles and Responsibilities of a Teacher and how they contribute towards character development and knowledge enrichment.

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Most of the knowledge we receive from a very young age is from our Teachers. They are pivotal in shaping the intellectual and emotional development of their students. There are several Roles and Responsibilities of a Teacher, which are crucial because they support the holistic development of each student.

If you too are willing to build a promising career in the education domain then you must also be aware of these crucial responsibilities. So, read this blog to learn about a Teacher's Roles and Responsibilities and how they are an integral part of building a supportive learning environment. Let’s delve in to learn more!

Table of Contents

1) Roles of a Teacher

2) Responsibilities of a Teacher

a) Planning

b) Evaluating student advancement and involvement

c) Offering constructive input

d) Upholding classroom order

e) Responsibility for enhancing teaching practices

f) Research and implementing new teaching approaches

g) Designing assessments and supervising examinations

3) Conclusion

Roles of a Teacher

There are several Roles of a Teacher. If you are planning to pursue a career as a Teacher, then familiarise yourself with the following roles of a Teacher:

1) Mentor

As a mentor, a Teacher plays a pivotal role in guiding students throughout their educational journey and personal development. This involves offering advice, support, and encouragement, helping students navigate academic challenges, and fostering their growth and self-esteem. Teachers as mentors also serve as role models, influencing students' attitudes, values, and behaviours and often inspiring them to pursue their interests and goals.

2) Collaborator

Teachers collaborate with various stakeholders in the education ecosystem. This includes working with other Teachers to share best practices, participating in professional learning communities, and engaging with parents and guardians to support student learning. Collaboration extends to working with school administrators and community members, ensuring a cohesive approach to education that benefits the students.

3) Creative thinker

Creativity is a vital aspect of teaching. Teachers must develop innovative and engaging lesson plans, think of creative ways to present information and incorporate diverse teaching methods to cater to different learning styles. Being a creative thinker also involves adapting to various classroom dynamics and finding novel solutions to educational challenges.

4) Advisor

As advisors, Teachers guide academic matters such as course selection, career paths, and higher education opportunities. They help students understand their strengths and areas for improvement, advise on extracurricular activities, and support them in making informed decisions about their future.

5) Facilitator

As a facilitator, Teachers create a learning environment that encourages students to participate and engage. They guide discussions, foster group work, and create opportunities for students to explore in-depth topics. Teachers facilitate learning by providing resources, structuring activities, and enabling students to participate in their education actively.

6) Assigner of tasks

Teachers are responsible for designing and assigning tasks that align with learning objectives. These tasks, including homework, projects, and assessments, reinforce learning, develop skills, and evaluate student understanding. The role involves ensuring tasks are meaningful, achievable, and appropriately challenging.

7) Position as a club benefactor

Teachers often take on roles beyond the classroom, such as sponsoring or overseeing student clubs and organisations. In this capacity, they support students in pursuing their interests, provide guidance for club activities, and help organise events. This role allows Teachers to engage with students in different settings and contribute to their holistic development.

Responsibilities of a Teacher

Let’s discuss some of the following Responsibilities of a Teacher:

1) Planning

Planning is a fundamental responsibility of Teachers. It involves designing the curriculum and developing lesson plans catering to all students' educational needs. Teachers must ensure their plans align with academic standards and learning objectives.

Effective planning requires considering students' diverse learning styles, abilities, and backgrounds. Teachers must organise resources and materials, structure lessons to maximise engagement and learning, and plan activities encouraging participation and collaboration. Additionally, long-term planning for the academic year is crucial to ensure a coherent educational journey for students.

2) Evaluating student advancement and involvement

Teachers are responsible for continuously evaluating the progress and engagement of their students. This involves assessing students’ understanding of the material, monitoring their participation in class activities, and identifying areas where they may need additional support.

Teachers use assessment tools like quizzes, tests, projects, and class participation to gauge student learning. This ongoing evaluation helps Teachers tailor their teaching strategies to meet individual student needs and ensure that all students progress satisfactorily.

3) Offering constructive input

Providing constructive feedback is an essential responsibility of Teachers. Feedback helps students become aware of their strengths and areas where they can improve, guiding them in their learning journey.

Teachers must ensure that their feedback is clear, specific, timely, and relevant to the student's work. Effective feedback encourages students, boosts their confidence, and motivates them to improve. It's also essential for Teachers to create a safe environment where students feel comfortable receiving and acting on feedback.

4) Upholding classroom order

Maintaining discipline and order in the classroom is crucial for creating a conducive learning environment. Teachers need to establish and enforce clear rules and expectations for behaviour. They should handle disciplinary issues fairly and consistently while promoting a respectful and positive classroom culture.

Effective classroom management involves creating a structured environment where students feel safe, respected, and engaged. Teachers also need to be attentive to the social dynamics within the classroom and address any issues that may disrupt learning.

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5) Responsibility for enhancing teaching practices

Teachers have a responsibility to improve their teaching practices continually. This involves engaging in professional development opportunities, staying current with educational research and trends, and reflecting on their teaching methods.

Teachers should be open to feedback from colleagues, administrators, and students and willing to make changes to enhance their effectiveness. Continuous professional development is essential for Teachers to grow in their roles and provide the best possible education to their students.

6) Research and implementing new teaching approaches

Teachers must stay informed about new teaching methodologies and technologies. Researching and implementing innovative teaching approaches can enhance student learning and engagement.

Teachers should experiment with different techniques, such as project-based learning, flipped classrooms, or integrating technology, to find what works best for their students. Staying abreast of the latest educational tools and resources can help Teachers create more dynamic and compelling learning experiences.

7) Designing assessments and supervising examinations

Designing assessments is a crucial responsibility of Teachers. Assessments should accurately measure student understanding and align with the learning objectives. Teachers must create various assessment methods, such as written tests, oral presentations, group projects, and practical assignments, to cater to different learning styles.

Supervising examinations is also part of this responsibility, ensuring that assessments are conducted fairly and ethically. Teachers must also provide meaningful assessment feedback to guide students' future learning.

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Conclusion

We hope that this blog has helped you understand the Roles and Responsibilities of a Teacher. Heir role is multifaceted and require a blend of planning, evaluation, feedback, classroom management, professional development, innovation, and assessment design. These are integral to fostering an educational environment that supports the development and growth of every student.

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Frequently Asked Questions

A Teacher's prime responsibility is to facilitate learning by creating an engaging and inclusive environment that caters to students' diverse needs. This involves planning and delivering effective lessons, assessing student progress, providing constructive feedback, and continuously improving teaching methods to ensure students' intellectual and emotional development.

As a role model, a Teacher exemplifies positive behaviour, attitudes, and ethics, influencing students to emulate these traits. They inspire respect, responsibility, and passion for learning, shaping students' character and life choices. Teachers impact students' personal and academic lives, which is why they must teach the right things.

Teaching is a gratifying profession, offering the opportunity to impact young lives and shape future generations. It provides intellectual stimulation, creativity in lesson planning, and the satisfaction of seeing students grow and succeed. Despite challenges, teaching is fulfilling for those passionate about education.

Top qualities for Teachers include strong communication skills, patience, empathy, adaptability, and a deep knowledge of their subject matter. They should also be passionate about teaching, have excellent organisational skills, inspire and motivate students, and show continuous commitment to continuous learning and professional development.

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The Power of Teachers: The Opportunity to Shape Lives

George Lucas offers ideas for preparing educators for their all-important role.

The title conveys the highest responsibility of adults towards children. Apart from my parents, my teachers have done the most to shape my life. From kindergarten through college, their struggle -- and it was a struggle -- to help me grow and learn was not in vain. And I greatly appreciate their efforts.

There is no more critical need in our society today than preparing teachers who know their subject matter well and who understand the social and emotional needs of students. After decades of classifying or transporting students, or changing the textbooks and the tests, we now understand that the most active ingredients in improving schools are the knowledge and skills of our teachers. Education is now arriving at the same conclusion as other fields, such as business, medicine, the media, and the military: Investing in professional development should be the number one priority.

As schools of education and educational agencies move to develop a profession of teaching for the future, our Foundation hopes that greater emphasis will be placed on teachers:

spending more time, earlier in their student teaching, in direct contact with students in classrooms.
guiding students to use technology to find the latest information, assess its validity, and communicate with experts.
presenting curriculum that is both rigorous and integrated -- addressing, for instance, both history and science, as James Burke's Connections television series did so well.
understanding that students' attitudes and emotions need nurturing in the learning process. It's about their hearts, as well as their minds.

Investing in teachers and supporting their learning are the keys to improving our schools. We believe that teachers should themselves be learners because the current state of content knowledge, as well as our understanding about how to teach, improves constantly.

Those of us who make motion pictures are also teachers: teachers with very loud voices. But we will never match the power of the teacher who is able to whisper in a student's ear.

What is the role of teachers in preparing future generations?

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Claudia costin claudia costin visiting professor of practice in education - harvard graduate school of education, former secretary of education - municipality of rio de janeiro @claudiacostin.

August 3, 2017

10 min read

The following essay comes from “ Meaningful education in times of uncertainty ,” a collection of essays from the Center for Universal Education and top thought leaders in the fields of learning, innovation, and technology.

This is a very ambitious goal. In many parts of the developing world, too many are left behind by not having access to school or learning the basics. Of the 121 million out-of-school children and adolescents in low- and middle-income countries, one-sixth of children did not complete primary school and one-third of adolescents did not complete lower secondary. Thirty percent of countries still do not have gender parity in primary and 50 percent do not have it in secondary.

Worst of all, 250 million children cannot read, write, or do basic arithmetic, although many of them have been in school for some years. “Schooling Ain’t Learning” states the subtitle of the excellent book from Lant Pritchett, “ The Rebirth of Education ,” which analyzes the challenges the developing world faces to ensure improvements in literacy and numeracy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has described it as the Global Learning Crisis.

To make matters worse, the demand for skills is migrating to non-routine cognitive and interpersonal skills, since many jobs are being lost to automation . Curricula in schools do not normally consider this change and education systems do not have the tools to address these more sophisticated skills.

Globalization has made these changes present in almost every country, adding to existing inequalities and contributing to the intergenerational transmission of poverty. In many low-income, and even middle-income countries, certified teachers (i.e. teachers who have received the formal education required by the country’s regulations) lack knowledge in some subjects such as mathematics, physics, and chemistry, lack adequate quantities of textbooks, and connectivity (and sometimes even electricity) is rare in school buildings. Yet, even in these cases, the demand for higher-level thinking skills is present in the labor market, imposing a double-challenge over an already overburdened school system.

In this context, what should be the role of the teacher? It would be easy to respond that if the basics do not exist, we should not expect anything more than the basics, thus allowing the next generation of students to be unskilled and unprepared for the future ahead.

In this short essay, I try to state the opposite: It is possible, with the appropriate support, to expect teachers to help students to be active citizens and professionals in these times of uncertainty.

The path to scale 21st century education in countries with struggling education ecosystems

These countries cannot make their school systems progress step-by-step, first covering the last mile in access, then promoting the outdated model of quality education for all, and finally ensuring that the system incorporates the development of a new set of skills. They will have to leapfrog and learn from countries that have previously improved their education systems.

For this to be feasible, some initial deficiencies will need to be addressed, such as a precarious pre-service and in-service education and inefficient teachers’ hiring processes. Pre-service education in the developing world tends to overemphasize the theory, at the expense of the practice of education. A curriculum reform in the tertiary institutions that prepare future teachers would be more than welcome. Only through a solid reflection on a teacher’s everyday practice could we advance towards a model where they could be seen less as a mere class provider and more as a mediator in the process of skills development—literacy and numeracy, higher order cognitive skills, or social and emotional skills. These skills are better developed through interactions, not speeches or copying from a blackboard, as most teachers do. Facilitating a class where consistent participation is expected is extremely difficult for novice teachers that were themselves taught through pedagogies that don’t demand students’ engagement.

Last year, the OECD delivered an interesting report on the strategies mathematics teachers from participating countries in PISA 2012 used to deliver their instruction. 4 The report grouped the strategies into three categories: active learning, where the emphasis is on promoting student engagement in their own learning, with support of ICT and lots of teamwork; cognitive activation, where students are challenged into a process that develops higher order thinking skills, especially problem solving and critical thinking; and teacher-directed instruction, that relies on the teacher ability to deliver good classes. According to the report, the strategies are not mutually exclusive, which demand the instructor a constant change in roles, to adjust to the kind of instruction being implemented.

Pre-service education and hiring processes in the developing world should prepare professionals that are ready to manage these more sophisticated roles as they deal with their daily teaching of classes.

In addition to this important transformation, professional development should incorporate the notion that, in addition to being a mediator, a teacher is part of a team and teaching is not an isolated work. Teachers need to learn to collaborate, co-create, plan classes, and monitor their work together. This could be in the school they are working or within a school system. Good initiatives of pairing struggling schools with better performing ones in the same area—thus dealing with the same student population—have shown promising results globally.

The real challenge is that before the profession becomes more attractive, and the pre-service education more effective, these countries need to deal with a current cohort of teachers that often lack the skills and repertoire to face this complex reality. In these cases, a blend of more scripted teaching strategies with space for experimentation and support for innovation have shown to be effective. Studies have shown that unskilled teachers benefit greatly from additional support such as pre-formatted class plans, digital classes, and more detailed textbooks.

Despite this, learning—through collaboration or professional development courses—how to deliver classes that are more engaging and allow for the student’s space to develop higher order thinking skills, is feasible even under these difficult circumstances. It just demands more structured professional development and better-prepared instructors to address these teachers’ needs.

This demands mentoring and class observations, together with structured materials to support initial efforts from the novice teacher to prepare meaningful class-plans and deliver them. It also requires some additional time if the classes are—as in some developing countries—too short or based on a curriculum overloaded with unnecessary content.

Building Global Citizens at Uncertain Times

The demands put on schools are not restricted to preparing students for the increasing demands of the labor market. A child needs to grow to be an informed member of the society in which they live and to have the knowledge and capabilities to participate. In addition to acquiring basic cognitive and social and emotional skills, a solid Global Citizenship curriculum should be introduced in the school system even in the developing world. Understanding how his or her own country is organized, and how it connects to a globalized world, will be of great value for the student.

To foster the skills needed to become a global citizen, we should develop these skills in a structured way in the teachers’ workforce. This means in-service education through collaboration and group-discussions on empathy, cultural appreciation, ethnic and gender identities, and general knowledge of current world affairs and challenges. A teacher that believes she is part of humanity and not just of a region or a country tends to foster the same perception in her students.

Ultimately, if we want students to become citizens, we need to give them a voice. Very often, in school systems, we treat teenagers as children and don’t trust them to be responsible for their own student lives and choices. This means we must trust them to take part in important decisions about the school curriculum and we must discuss their behavior issues with them directly—not their parents. This would also require allowing some space for them to make mistakes and learning to correct them effectively. A global citizen, it must be understood, is first a citizen in his own school, community, and country. If we truly want to prepare them to become informed and active members in their countries, it is important to give them some space to exercise choices and activism at an early stage.

In Rio de Janeiro, where I was municipal secretary of education, we introduced a mandatory assignment at the beginning of 7th grade, for the adolescents to state in a structured way the life project—that meant putting their dreams into words and learning to plan their future lives. They did it at the beginning of the school year, in an activity conducted with the support of 9th graders that were trained specifically for the task. Only after the whole class arrived at an acceptable proposition for each kid did the teachers enter the classroom, at which point each student could choose a mentor teacher to continue discussing their projects. The results were impressive for both students and instructors.

Using Technology to Leapfrog

Although it might seem utopic, education in low- and middle-income countries can benefit from modern technology even when the basics are lacking, if a more contextualized approach to including such tools in the classroom is taken, as a support to teachers not as an additional subject.

In China, for example, the Ministry of Education offers schools options to use digital classes. In Rio de Janeiro, when I was secretary, we took a similar approach: offering all teachers the use of digital classes prepared by trained instructors. The use of the platform has shown positive impacts on learning. Yet to take full advantage of this tool, connectivity needs to exist. In the absence of this, pen-drives or offline options were provided. Using technology for remedial education was and is still done, even when connectivity is not available.

Other possibilities are the broadcasting of classes to support instruction where specific teachers are not available. An interesting example of this innovative practice was highlighted in the Millions Learning report from the Center for Universal Education at Brookings. The school system in the state of Amazonas in Brazil had the challenge of providing physics and chemistry classes in the Amazon jungle for high school students. The solution was to enlist a teacher to broadcast classes and provide schools with a generalist teacher to ensure class participation and student engagement.

The use of technology in these examples show the possible advantages of bringing resources and a knowledge base that is not yet available in every classroom. On the other hand, the fact that in the education ecosystem it exists somewhere and may be mobilized is of great help and doesn’t give teachers the sense of disempowerment, since it is prepared by teachers from within the Amazonas system or by members of the community and not by a distant company located in another country.

Conclusions

The SDG-4 demands an organized effort to ensure that every child and adolescent in the world has the means to complete quality primary and secondary school, as well as develop skills to live a healthy and productive life. Unfortunately, as uncertainty grows, this task seems almost impossible—even in high-income countries—as more complex skills are demanded by employers and globalization requiring individuals who understand the challenges the planet is facing and that can operate in different geographies.

What should be the role of teachers, in such an environment, especially in low- and middle-income countries? This is the question I have tried to answer here, providing some clues of what could be done to ensure that the United Nation’s goal can actually produce a more educated global society, and that a better world might emerge.

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Reflection on Teachers’ Roles

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Thomas S. C. Farrell 2

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Over their careers, teachers tacitly construct and reconstruct a conceptual sense of who they are (their self-image) and what they do (their professional role identity). Teacher role identity includes teacher beliefs, values, and emotions about many aspects of teaching and being a teacher. Role identity is about how people come to understand themselves, not only in terms of what labels that may have been bestowed or have had thrust on them such as “wonderful,” “smart,” but also as Urrieta (2007: 107) has suggested, how they “come to ‘figure’ who they are, through the ‘worlds’ that they participate in and how they relate to others within and outside of these worlds.” For teachers, professional self-image is also usually balanced with a variety of roles they feel that they have to play (Volkman and Anderson, 1998). This includes all the functional roles a teacher uses while performing his or her duties, what they feel and believe about teaching and being a teacher, and how these are shaped by the teacher’s evolving philosophy of teaching (Walkington, 2005). For the purposes of this chapter, teacher role identity indicates the configuration of interpretations that language teachers attach to themselves, as related to the different roles they enact and the different professional activities that they participate in as well as how others see these roles and activities.

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Farrell, T.S.C. (2013). Reflection on Teachers’ Roles. In: Reflective Practice in ESL Teacher Development Groups. Palgrave Macmillan, London. https://doi.org/10.1057/9781137317193_7

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17 Roles and Responsibilities of a Teacher

While the primary role of a teacher is to guide learners to new information, teaching is often much more complex.

A teacher interacts with learners on a regular basis and for long hours naturally leading to an important developmental relationship where learners rely on more than just guidance with the subject being taught.

A teacher has several responsibilities and with this article, we will dive deeper into the 14 roles of a teacher.

Teachers play the role of a mentor for learners, especially during formative years at school. Early learners and young students usually observe the behavior and approach of their teachers to mirror their own actions. The advice given by teachers is taken seriously and very often the students turn to their teachers for guidance and advice. Senior teachers can also play the role of a mentor to junior teachers, imparting practical wisdom from their years of experience.

2. Mediator

Teachers find themselves in the middle of situations where they play the role of a mediator, within classrooms and outside of it. Students might seek the assistance of the teacher to relay information to their parents and vice versa. Within the classrooms, teachers settle disputes between students and ensure conflicts between students are solved amicably and further escalation prevented. By being a mediator, a teacher is better placed to understand the issues faced by the student and suggest measures to overcome them.

3. Inspires

Teachers have a role to play when it comes to inspiring and motivating their students. The time spent in classrooms or learning environments is often intimate spaces where the teachers play an influential role. Students see their teachers as well-respected figures of authority and look up to them as sources of inspiration. A few words of encouragement go a long way in motivating the students and inspiring them to great extent.

4. Resourceful

Students value information from a teacher. As students expect the teacher to be equipped with enough information to answer the questions they possess, teachers are often considered to be resource specialists. A teacher should be able to guide the students in finding the information required and helping them learn ways to search for information.

5. A Continuous Learner

The teaching profession is evolving on a regular basis, with new technology being incorporated into teaching methods and information updated regularly. It is important for the teacher to be a good learner so as to keep up with the changes.

6. Collaborator

A teacher knows how to work well as part of a team. Collaborating with fellow teachers and other stakeholders is an important role played by a teacher in society. As well-respected figures, the opinions of teachers play an important role in inducing changes in the society. Working together with parents and the government in shaping learning policies, will benefit the students from having a richer learning experience. Teachers play an important role in developing the curriculum of schools throughout the country, thereby having a direct hand in shaping the future of society and the country.

7. The Participant

In creating a conducive learning environment, teachers play an important role. A good teacher will be able to captivate the minds of the students and create an environment that encourages learning. Teachers need to be proactive and get students to participate actively in conducting the lessons and not simply be spectators.

8. A Role Model

Teachers are looked up to as role models by students. As students see teachers as figures of wisdom and kindness, they find it easy to model their personality and behavior based on the teachers they admire. Students respond positively to kindness and empathy and value teachers who exhibit such traits.

9. A Great Listener

Listening to what the students have to say is an important factor in developing student-teacher relationships. Teachers who are good listeners will be able to understand the needs of their students by listening to their concerns and responding accordingly.

10. Eloquent Speaker

Just as important as listening is speaking. A role played by the teacher is to communicate information with clarity. A teacher who is a good speaker can convey information accurately and efficiently. It’s the ability of the teacher to impart complex information and break it down into more manageable pieces of information. If you feel a fear of public speaking, have a look at our guide on how to overcome fear of public speaking and be confident.

11. Planner/Organizer

A teacher plays the role of a planner on a daily basis. From planning lessons and courses, and cross-curricular coordination, to help students schedule their daily student lives, a teacher always strives to be organized. As teaching requires a well-strategized approach, teachers can effortlessly play the role of a planner.

12. Creative Thinker

Teachers play an important role in encouraging students to be creative. Teachers should encourage the sharing of ideas and develop tasks to encourage creativity, as part of their lesson plans. Teachers too can get creative in their approach to delivering lessons and offer students a different learning experience. Creativity is the bedrock of most learning.

13. The Assessor

For a teacher to offer quality lessons for the students, it is helpful to understand the various factors that affect the students’ learning. A quality often observed in good teachers is the ability to assess the students. A teacher that is able to assess the student is better placed to cater to the needs of the student.

14. All-Round Educator

Assisting in the development of cognitive, social and emotional skills of a student is an important role of a teacher. These skills can complement the subject knowledge and the ability to create an engaging learning environment, thereby enhancing the learning experience of the student. The teacher is able to recognize the role they play in the overall development of the student and society, shaping up an individual that is an asset to society.

15. Researching and creating new teaching materials

As a teacher, it is important to keep up with the latest research in your field in order to be able to effectively teach your students. It is also important to be constantly developing new teaching materials to keep your students engaged & inspire in learning.

16. Executing new teaching methods

Teaching is not a one-size-fits-all endeavour. What works for one student might not work for another, and what works in one classroom might not work in another. That’s why it’s important for teachers to be constantly evaluating their methods and looking for ways to improve.

17. Delivering learners with one-to-one support

There are many benefits to providing learners with one-to-one support, including improved academic performance, increased motivation, and better social skills.

Conclusion

Teachers play many more roles than simply delivering lessons or handling a classroom. The best educators take up a multitude of roles, depending on the requirements of the students they teach. Teachers are superheroes of society and the roles listed above are just a few of the many roles they undertake. Take your teaching skills to the next level with our Online TEFL Certification

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Essay on Roles and Responsibilities of a Teacher

Students are often asked to write an essay on Roles and Responsibilities of a Teacher in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Roles and Responsibilities of a Teacher

Introduction.

A teacher is a guide and a mentor. They play a vital role in shaping young minds, molding their characters, and preparing them for the future.

Academic Responsibilities

Teachers have the responsibility to provide knowledge and skills to students. They plan lessons, assess student performance, and guide students in their academic journey.

Moral Responsibilities

Teachers also have a moral responsibility. They instill values and ethics in students, helping them become responsible citizens.

Role as a Counselor

Teachers often act as counselors, providing emotional support and guidance to students, helping them overcome challenges.

In conclusion, a teacher’s role is multifaceted, encompassing academic, moral, and emotional responsibilities.

250 Words Essay on Roles and Responsibilities of a Teacher

Teaching is an intricate profession that requires a blend of skills, dedication, and understanding. As a cornerstone of society, teachers play an indispensable role in molding the future generation.

Knowledge Impartation

Firstly, a teacher’s fundamental responsibility is to impart knowledge. They must be well-versed in their subject matter, able to simplify complex concepts and stimulate intellectual curiosity. They should also foster critical thinking, promoting analysis and interpretation over mere memorization.

Creating a Conducive Learning Environment

Teachers are responsible for creating an environment conducive to learning. This involves establishing a safe, respectful, and inclusive atmosphere where every student feels valued and encouraged to participate. Teachers must also manage classroom dynamics effectively, ensuring a balanced interaction among students.

Guidance and Mentorship

Beyond academics, teachers serve as guides and mentors. They should inspire students, instill confidence, and help them navigate personal and academic challenges. Teachers can influence students’ attitudes towards learning and shape their future aspirations.

Assessment and Feedback

Teachers are tasked with assessing students’ progress and providing constructive feedback. This involves designing fair and comprehensive evaluation methods, identifying students’ strengths and weaknesses, and suggesting strategies for improvement.

Professional Development

Finally, teachers have a responsibility towards their own professional development. They should continuously update their knowledge and pedagogical skills, adapt to new educational trends, and reflect on their teaching practices.

In conclusion, the role of a teacher extends beyond mere instruction. It encompasses a range of responsibilities that collectively contribute to students’ holistic development and lifelong learning.

500 Words Essay on Roles and Responsibilities of a Teacher

The role of a teacher is multifaceted, involving not only the instruction of students but also the creation of a safe, engaging, and productive learning environment. Teachers are responsible for the intellectual and social development of their students, and their roles and responsibilities evolve with the changing educational landscape.

Educational Facilitator

At the core of a teacher’s responsibilities is the duty to impart knowledge. They must be well-versed in the subjects they teach and capable of explaining complex ideas in ways that students can understand. This includes designing lesson plans that align with curriculum standards, employing teaching strategies that cater to different learning styles, and assessing students’ understanding through various forms of evaluation.

Mentor and Role Model

Teachers also serve as mentors and role models. They guide students in their academic journey, providing support and encouragement, and instilling a love for learning. Teachers model the values of hard work, integrity, and respect, thereby shaping students’ character and attitudes. They also help students develop critical thinking and problem-solving skills, which are essential for success in the 21st-century world.

Classroom Manager

The classroom is a microcosm of society, and teachers are responsible for maintaining order and discipline. They establish rules and expectations, foster a positive learning environment, and manage classroom dynamics to ensure that all students feel safe and valued. Teachers also handle administrative tasks such as tracking attendance, grading assignments, and communicating with parents and school administrators.

Inclusive Educator

In today’s diverse classrooms, teachers must be inclusive educators. They need to recognize and respect the individual differences and learning needs of their students. This involves differentiating instruction, providing accommodations, and promoting a culture of inclusivity and acceptance. Teachers also have the responsibility to address issues of bias and discrimination and to teach students about social justice and equity.

Life-long Learner

Finally, teachers are life-long learners. They must continuously update their knowledge and skills to keep up with advancements in their subject areas and in pedagogical approaches. This includes participating in professional development activities, collaborating with colleagues, and reflecting on their practice to improve their effectiveness as educators.

The roles and responsibilities of a teacher are complex and multifaceted, extending beyond the simple transmission of knowledge. Teachers are educators, mentors, managers, advocates, and learners, each role requiring a distinct set of skills and competencies. As the educational landscape continues to evolve, so too will the roles and responsibilities of teachers, necessitating their continuous growth and adaptation.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Essay on Respect for Teachers
Essay on Importance of Teacher’s Day
Essay on Teacher’s Day Celebration in School

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The relationships and boundaries between the teaching role and other professional roles

Last Updated on 29/08/2023 by James Barron

Table of Contents

Introduction

As educators, teachers hold a significant role in shaping the minds and futures of their students. However, within the dynamic world of education, it is essential for teachers to establish and maintain clear boundaries to ensure a professional and ethical relationship with their students and colleagues. This article explores the importance of delineating the boundaries between the teaching role and other professional roles, emphasising the concept of “professional distance” and the necessity of recognising the limits of the teaching role. Additionally, we delve into the crucial aspect of referring students to appropriate professionals when faced with issues beyond the scope of education, and the responsibility of safeguarding the welfare of students in distressing situations. By understanding and implementing these boundaries, teachers can foster a safe, supportive, and effective learning environment that encourages growth and success for all learners.

The Concept of Professional Distance

In the context of education, the concept of “professional distance” plays a vital role in maintaining clear boundaries between teachers and students. As emphasised by Gould and Roffey-Barentsen (2014), teachers must be mindful of preserving a degree of professional distance to prevent any blurring of lines between their personal lives and their roles as educators. This section delves into the importance of professional distance and its impact on fostering a healthy and effective learning environment.

Recognising the Limits of the Teaching Role

Teaching is a multifaceted profession that comes with a wide range of responsibilities. However, teachers must also acknowledge that they cannot be expected to address every issue or query that students may have. Gravells (2014) highlights the significance of understanding the limitations of the teaching role and being able to refer students to appropriate professionals when necessary. This section explores the necessity of recognising these boundaries and the potential consequences of offering advice beyond one’s expertise.

Referring Students to the Right Professionals

When students face challenging or sensitive issues that fall beyond the scope of the teaching role, it becomes essential for educators to know the most suitable department or professional to refer them to for appropriate support and guidance. This section emphasises the significance of being aware of available resources and ensuring that students receive the necessary assistance from experts who are well-equipped to handle such matters.

Safeguarding the Welfare of Students

In some situations, teachers may encounter distressing or alarming circumstances related to the well-being of their students. Safeguarding the welfare of students becomes a paramount responsibility in such cases. This section discusses the importance of reporting incidents and involving appropriate safeguarding teams to ensure the safety and well-being of students.

By implementing these strategies and maintaining clear boundaries, teachers can establish a professional and ethical relationship with their students and colleagues, creating a safe, supportive, and effective learning environment.

Please explain how the teaching role involves working with other professionals.

The teaching role involves collaborating with various professionals to create a comprehensive learning experience for students. Teachers often work with school administrators, counsellors, and special education instructors to address individual student needs and provide support. Additionally, teachers may liaise with parents, community organisations, and other educational professionals to foster a well-rounded and inclusive learning environment.

Why are boundaries important in teaching?

Boundaries ensure a professional relationship with students and colleagues, creating a safe learning environment.

What is “professional distance” in teaching?

It is maintaining separation between personal and professional lives, in order to avoid inappropriate interactions with students.

What should teachers do when they recognise the limits of their role?

Teachers should refer students to specialists when faced with issues beyond their expertise.

When should teachers refer students to other professionals?

For complex issues like mental health, family problems, or bereavement.

What are teachers’ responsibilities in safeguarding students?

Reporting distressing situations and involving safeguarding teams for students’ safety.

Can being overly supportive cause issues for teachers?

Yes, if it involves providing advice outside their expertise.

How can teachers balance approachability with boundaries?

Set clear expectations, communicate role limitations, and provide information about available resources.

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The Role of a Teacher in The Classroom and Beyond

Categories: Teacher

About this sample

Words: 2211 |

12 min read

Published: Apr 17, 2023

Words: 2211 | Pages: 5 | 12 min read

Introduction:, conclusion:, bibliography.

Hayes, D., (2008) Foundations of Primary Teaching. 4th ed. London: Routledge.
Assets.publishing.service.gov.uk. (2020). [online] Available At: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf [Accessed 5 October 2020].
Hall, A., 2013. [online] Safeguardinginschools.co.uk. Available at: [Accessed 5 October 2020].
Grigg, R. (2014) Becoming an outstanding primary School teacher. 2nd ed. Routledge.
Cooper, H. (2014) Professional studies in primary education. 2nd ed. London: SAGE Publications Ltd.
Jacques, K. and Hyland, R., (2007) Professional Studies. Exeter: Learning Matters.
Kapoor, I., (2004) Hyper‐self‐reflexive development? Spivak on representing the Third World ‘Other’. Third World Quarterly, 25(4), pp.627-647.
Richardson, R., 2015. British values and British identity: Muddles, mixtures, and ways ahead. London Review of Education, 13(2), pp.37-48.
Assets.publishing.service.gov.uk. (2020). ● Department For Education And Skills (2005). Aiming High: Meeting The Needs Of Newly Arrived Learners Of English As An Additional Language (EAL).. [online] Available at: [Accessed 5 October 2020].
Cornwall.gov.uk. (2020) Assess, Plan, Do, Review Cycle - Cornwall Council. [online] Available at: [Accessed 6 October 2020].
Pound, L. (2014). How children learn: educational theories and approaches: from Comenius the father of modern education to giants such as Piaget, Vygotsky and Malaguzzi. 2nd edn. London: Practical Pre-School Books.
Bourdieu, P. (1986). The forms of capital, In: Richardson, J. Handbook of theory and research for the sociology of education. New York: Greenwood Press, pp.241-258.
Clough, P. and Corbett, J. (2000). Theories of Inclusive Education , A Students’ Guide. London: SAGE Publications.
Dare, A. and O'Donovan, M., 2000. Good Practice In Child Safety. : Nelson Thornes.

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Essay on Teacher for Students and Children

500+ words essay on teacher.

Teachers are a special blessing from God to us. They are the ones who build a good nation and make the world a better place. A teacher teaches us the importance of a pen over that of a sword. They are much esteemed in society as they elevate the living standards of people. They are like the building blocks of society who educate people and make them better human beings .

Moreover, teachers have a great impact on society and their student’s life. They also great importance in a parent’s life as parents expect a lot from teachers for their kids. However, like in every profession, there are both good and bad teachers. While there aren’t that many bad teachers, still the number is significant. A good teacher possesses qualities which a bad teacher does not. After identifying the qualities of a good teacher we can work to improve the teaching scenario.

A Good Teacher

A good teacher is not that hard to find, but you must know where to look. The good teachers are well-prepared in advance for their education goals. They prepare their plan of action every day to ensure maximum productivity. Teachers have a lot of knowledge about everything, specifically in the subject they specialize in. A good teacher expands their knowledge continues to provide good answers to their students.

Similarly, a good teacher is like a friend that helps us in all our troubles. A good teacher creates their individual learning process which is unique and not mainstream. This makes the students learn the subject in a better manner. In other words, a good teacher ensures their students are learning efficiently and scoring good marks.

Most importantly, a good teacher is one who does not merely focus on our academic performance but our overall development. Only then can a student truly grow. Thus, good teachers will understand their student’s problems and try to deal with them correctly. They make the student feel like they always have someone to talk to if they can’t do it at home or with their friends.

Get the huge list of more than 500 Essay Topics and Ideas

Impact of Teachers on a Student’s Life

Growing up, our parents and teachers are the first ones to impact our lives significantly. In fact, in the younger years, students have complete faith in their teachers and they listen to their teachers more than their parents. This shows the significance and impact of a teacher .

When we become older and enter college, teachers become our friends. Some even become our role models. They inspire us to do great things in life. We learn how to be selfless by teachers. Teachers unknowingly also teach very important lessons to a student.

For instance, when a student gets hurt in school, the teacher rushes them to the infirmary for first aid. This makes a student feel secure and that they know a teacher plays the role of a parent in school.

In other words, a teacher does not merely stick to the role of a teacher. They adapt into various roles as and when the need arises. They become our friends when we are sad, they care for us like our parents when we are hurt. Thus, we see how great a teacher impacts a student’s life and shapes it.

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Role of A Teacher Essay: Write It Easily

Table of Contents

Teachers stay in the lives of their students forever: either in memories of carefree times or in the form of knowledge they received from a certain teacher. All of us are influenced by teachers from high school or university. And everyone has a different experience. So how to write essays about teachers ? Let’s find out together.

What Is the Role of a Teacher Essay?

This is a type of essay in which students describe the role of teachers in their lives. Many courses will assign you to write an essay about this theme. Also, it may serve as a strong personal statement when applying for college. So no matter what the purpose of the role of the teacher essay is, students always struggle with what to write in this academic piece of writing. If you are one of such students, you definitely need to go on and make it clear for yourself.

What to Write About in Teacher Essays ?

There are a lot of ideas on what should essays about teachers consist of. Because this is a huge field of discussion, it might be quite challenging to structure the information properly. Let’s get to the simple question: who is a teacher for you? By defining what role a teacher plays in your academic and personal life, you will be able to get your essay written in an appropriate manner. Here are the roles teachers occupy:

Teachers give knowledge. First of all, a teacher is a person who teaches. It might sound simple but people in that profession are responsible for improving their student’s knowledge in a certain field.
They support. Another mission of a good teacher is to support students in their educational journey. Sometimes it is harder, other times it is easier and you can definitely feel that teachers are those who are going along with you through the challenges.
Teachers inspire. Who is the first standard of knowledge for students? Of course, their teachers. Good ones always inspire students to learn more through their examples. So why don’t you share your experience in having a teacher that is a standard for you?
They evaluate. Constructive criticism is what is needed for growth. Dedicated teachers always find a way to motivate students for better results. They don’t just put an F grade but explain the growth zones.

How to Write Essays About Teacher

Essays about teachers don’t have a specific structure or flow. Unless you are given a manual on what to write about in your work, you can be creative in your own way. The following ideas will help you in writing your role of a teacher essay.

Think About a Real Example

When writing your essay, think over the teachers that are standards for you. Analyze what skills they have, and how they teach the material and influence you. You can describe your own example as providing real-life experience in an essay is always a good idea.

Consider This Profession From Different Angles

As we mentioned above, a teacher is not only a person who shares expertise in a certain field. This is a motivator, influencer, evaluator, and supporter in one profession. Describing a teacher from a different perspective will greatly complement your work.

Imagine That You Are a Teacher

In essays about teachers , you can also write about how you would teach if you were a teacher. Thus, you will apply this profession to yourself and see how challenging it might be to become a teacher, even imaginary.

Essay About a Good Teacher: Final Words

Writing the role of a teacher essay requires thorough preparation. Even though this piece of writing is more flexible than other ones, you have to conduct deep analysis to write a professional essay. Use your own examples and look at this theme from different perspectives and you will write a high-quality essay.

What is the role of the teacher essay?

The role of the teacher essay is an essay in which the profession of a teacher is described. Its purpose is to provide readers with a clear understanding of how teachers are valuable and important in our lives.

What is the role of a teacher in the life of a student essay?

In this type of essay, you have to write about teacher-student cooperation. Teachers play a crucial role in the lives of their students. Sometimes they become their “school parents’’. That is what should be described in this type of academic writing.

What is a good sentence for a teacher?

The best way to describe any teacher is to look at his profession from different angles. Teachers don’t only teach. They perform a lot more functions in the educational process. Describing these functions will be a good sentence for a teacher.

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Chapter 3: Methods of teaching: campus-focused

3.8 Main conclusions

3.8.1 relating epistemology, learning theories and teaching methods, 3.8.1.1 pragmatism trumps ideology in teaching.

Although there is often a direct relationship between a method of teaching, a learning theory and an epistemological position, this is by no means always the case. It is tempting to try to put together a table and neatly fit each teaching method into a particular learning theory, and each theory into a particular epistemology, but unfortunately education is not as tidy as computer science, so it would be misleading to try to do a direct ontological classification. For instance a transmissive lecture might be structured so as to further a cognitivist rather than a behaviourist approach to learning, or a lecture session may combine several elements, such as transmission of information, learning by doing, and discussion.

Purists may argue that it is logically inconsistent for a teacher to use methods that cross epistemological boundaries (and it may certainly be confusing for students) but teaching is essentially a pragmatic profession and teachers will do what it takes to get the job done. If students need to learn facts, principles, standard procedures or ways of doing things, before they can start an informed discussion about their meaning, or before they can start solving problems, then a teacher may well consider behaviourist methods to lay this foundation before moving to more constructivist approaches later in a course or program.

3.8.1.2 Teaching methods are not determined by technology

Secondly technology applications such as MOOCs or video recorded lectures may replicate exactly a particular teaching method or approach to learning used in the classroom. In many ways methods of teaching, theories of learning and epistemologies are independent of a particular technology or medium of delivery, although we shall see in Chapters 8, 9 and 10 that technologies can be used to transform teaching, and a particular technology will in some cases further one method of teaching more easily than other methods, depending on the characteristics or ‘affordances’ of that technology.

Thus, teachers who are aware of not only a wide array of teaching methods, but also of learning theories and their epistemological foundation will be in a far better position to make appropriate decisions about how to teach in a particular context. Also, as we shall see, having this kind of understanding will also facilitate an appropriate choice of technology for a particular learning task or context.

3.8.2 Relating teaching methods to the knowledge and skills needed in a digital age

The main purpose of this chapter has been to enable you as a teacher to identify the classroom teaching methods that are most likely to support the development of the knowledge and skills that students or learners will need in a digital age. We still have a way to go before we have all the information and tools needed to make this decision, but we can at least have a stab at it from here, while recognising that such decisions will depend on a wide variety of factors, such as the nature of the learners and their prior knowledge and experience, the demands of particular subject areas, the institutional context in which teachers and learners find themselves, and the likely employment context for learners.

First, we can identify a number of different types of skills needed:

conceptual skills, such as knowledge management, critical thinking, analysis, synthesis, problem-solving, creativity/innovation, experimental design;
developmental or personal skills, such as independent learning, communications skills, ethics, networking, responsibility and teamwork;
digital skills, embedded within and related to a particular subject or professional domain;
manual and practical skills, such as machine or equipment operation, safety procedures, observation and recognition of data, patterns, and spatial factors.

We can also identify that in terms of content, we need teaching methods that enable students to manage information or knowledge, rather than methods that merely transmit information to students.

There are several key points for a teacher or instructor to note:

the teacher needs to be able to identify/recognise the skills they are hoping to develop in their students;
these skills are often not easily separated but tend to be contextually based and often integrated;
teachers need to identify appropriate methods and contexts that will enable students to develop these skills;
students will need practice to develop such skills;
students will need feedback and intervention from the teacher and other students to ensure a high level of competence or mastery in the skill;
an assessment strategy needs to be developed that recognises and rewards students’ competence and mastery of such skills.

In a digital age, just choosing a particular teaching method such as seminars or apprenticeship is not going to be sufficient. It is unlikely that one method, such as transmissive lectures, or seminars, will provide a rich enough learning environment for a full range of skills to be developed within the subject area. It is necessary to provide a rich learning environment for students to develop such skills that includes contextual relevance, and opportunities for practice, discussion and feedback. As a result, we are likely to combine different methods of teaching.

Secondly, this chapter has focused mainly on classroom or campus-based approaches to teaching. In the next chapter a range of teaching methods that incorporate online/digital technologies will be examined. So it would be foolish at this stage to say that any single method, such as seminars, or apprenticeship, or nurturing, is the best method for developing the knowledge and skills needed in a digital age. At the same time, the limitations of transmissive lectures, especially if they are used as the main method for teaching, are becoming more apparent.

Key Takeaways

This list of classroom or campus-based teaching methods is not meant to be exhaustive or comprehensive. The aim is to show that there many different ways to teach, and all are in some ways legitimate in certain circumstances. Most instructors will mix and match different methods, depending on the needs of both the subject matter and the needs of their students at a particular time. There are though some core conclusions to be drawn from this comparative review of different approaches to teaching.

No single method is likely to meet all the requirements teachers face in a digital age.
Nevertheless, some forms of teaching fit better with the development of the skills needed in a digital age. In particular, methods that focus on conceptual development, such as dialogue and discussion, knowledge management (rather than information transmission), and experiential learning in real-world contexts, are all methods more likely to develop the high level conceptual skills required in a digital age.
It is not just conceptual skills though that are needed. It is the combination of conceptual, practical, personal and social skills in highly complex situations that are needed. This again means combining a variety of teaching methods.
Nearly all of these teaching methods are media or technology independent. In other words, they can be used in classrooms or online. What matters from a learning perspective is not so much the choice of technology as the efficacy and expertise in appropriately choosing and using the teaching method.
Nevertheless, we shall see in the next chapter that new technologies offer new possibilities for teaching, including offering more practice or time on task, reaching out to new target groups, and increasing the productivity of both teachers and the system as a whole.

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How a School LMS Streamlines Communication Between Teachers, Students, and Parents

“Embracing technology in education isn’t just about convenience; it’s about fostering a supportive community where everyone plays a vital role in nurturing the next generation of learners.”

Table of Contents

Introduction

Effective communication and collaboration between teachers, students, and parents are essential for success in this digital era. Learning Management Systems (LMS) have revolutionized this vital aspect of education, providing a seamless platform for communication and collaboration.

An LMS is a powerful tool transforming how education is delivered and retained. By offering a centralized platform for interaction and information exchange, LMSs foster a more interconnected and involved learning community.

Let’s dig deep into how a school LMS streamlines communication between Teachers, Students, and Parents.

The Role of School LMS in Teacher-Student-Parent Communication

Here, we will explore how the school LMS streamlines stakeholder communication. They are:

1. Empowering Teachers:

a. Customized Questioning:

Teachers can tailor questions to specific students, sections, or classes, ensuring targeted engagement and personalized learning experiences.

b. Prompt Feedback:

Teachers receive notifications immediately upon students submitting homework and assignments, facilitating timely feedback and assessment.

2. Engaging Students:

a. Interactive Queries:

Students can post questions to teachers, fostering a dynamic learning environment where doubts are promptly addressed and concepts clarified.

b. Assignment Awareness:

Through notifications, students stay informed about upcoming assignments and homework , ensuring they remain on track with their coursework.

3. Supporting Parents:

a. Assignment Alerts:

Parents receive notifications when assignments are shared, enabling them to encourage their children to complete tasks on time.

b. Comprehensive Insights:

Parents gain access to a wealth of information, including homework details, academic grades, attendance records, and even insights into their child’s adaptive learning journey.

Integrating a School LMS into the educational framework fosters communication, amplifies collaboration, and promotes transparency among teachers, students, and parents. Its diverse features enhance the learning journey, ensuring that every participant is equipped to nurture the student’s holistic development. If you want a platform to streamline communication across all stakeholders, explore our website or reach out for a quick demo.

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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Building the Next Generation of Teachers Through Apprenticeship

A teacher stands in the doorway of a classroom, giving high fives to young children as they enter.

Registered Apprenticeship is an effective "earn and learn" model with a long history of establishing career pathways in growing industries by providing structured, paid, on-the-job learning experiences with a mentor combined with job-related technical instruction that leads to a nationally recognized credential. To learn more about Registered Apprenticeships, visit www.apprenticeship.gov .

Building on the Biden administration’s Good Jobs Initiative, we’re expanding Registered Apprenticeships for educators and investing in quality teacher preparation programs. These efforts started with a joint effort, leadership, and call to action from our departments through a Dear Colleague Letter for education and workforce leaders to address educator shortages, and investments to support developing, expanding and scaling high-quality and affordable pathways into teaching. This call to action aims to ensure teachers have access to increased pay and better working conditions across the early childhood, K-12 and higher education workforce.

The Department of Labor’s Employment and Training Administration has continued to partner with the Department of Education to make significant investments to develop and scale teacher apprenticeship programs, including:

We also recently announced the availability of nearly $200 million to support Registered Apprenticeship expansion, prioritizing projects that support the Investing in America agenda by increasing access to Registered Apprenticeships in high-demand sectors and occupations, including K-12 teacher occupations. Strategies to use Registered Apprenticeship to train a next generation of teachers continue to expand, with 37 states and territories now providing K-12 teacher apprenticeship programs, up from just two states in 2022. Today, over 100 K-12 teacher Registered Apprenticeship programs have been registered and over 3,000 K-12 teacher apprentices have been trained. That’s a lot of progress made in just two years! And this administration is committed to ensuring that progress continues.

To support raising awareness around K-12 teacher Registered Apprenticeships, ETA industry intermediary partner RTI International published a Profile in Educator Registered Apprenticeship Programs report, which explores different program design models, varying target populations, modernized onramps to successful teacher pathways, innovative funding models, and opportunities for degree attainment.

The report is the first in a series, which ETA will release in partnership with RTI to explore various strategies to expand the use of Registered Apprenticeship to train America’s educators. K-12 teacher Registered Apprenticeship programs will continue to play a key role in increasing pathways to rewarding careers in the education sector, filling vacant positions with high-quality, well-trained teachers, and a focus on diversifying the workforce. For additional information on any of these programs, please visit Apprenticeship.gov.

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Effect of out-of-school visual art activities on academic performance. The mediating role of socioeconomic status

Roles Conceptualization, Formal analysis, Investigation, Methodology, Writing – original draft

Affiliation Faculty of Education and human development, The Education University of Hong Kong Faculty of Education and Human Development New Territories, Taipo, New Territories, Hong Kong

Roles Data curation, Formal analysis, Investigation, Methodology, Supervision, Validation, Writing – review & editing

¶ ‡ HW is the co-first author of this article.

Affiliation School of Education Science, Nanjing Normal University, Nanjing, China

Roles Data curation, Formal analysis, Investigation, Methodology, Validation, Writing – review & editing

Affiliation Faculty of Education, Liaoning Normal University, Dalian, China

Roles Conceptualization, Data curation, Formal analysis, Validation, Visualization, Writing – original draft

Affiliation College of Teacher Education, Zhejiang Normal University, Jinhua, China

Roles Conceptualization, Investigation, Methodology, Writing – original draft

Roles Data curation, Formal analysis, Visualization, Writing – review & editing

Affiliation The Greater Bay Area Institute of Educational Research, Shenzhen University, Shenzhen, China

Roles Formal analysis, Investigation, Writing – original draft

Affiliation Professional Higher Education college, Yunnan Arts University, Kunming, Yunnan Province, China

Roles Conceptualization, Data curation, Investigation, Methodology, Resources, Supervision, Writing – original draft

* E-mail: [email protected]

Affiliation Faculty of Education, Shenzhen University, Shenzhen, China

Genman Deer,
Hao Wu,
Li Zhang,
Endale Tadesse,
Sabika Khalid,
Congyu Duan,
Wang Tian,
Chunhai Gao

Published: May 14, 2024
https://doi.org/10.1371/journal.pone.0298901
Peer Review
Reader Comments

The application of visual art and other extracurricular activities to children’s sustainable development is predominantly discussed in Western countries. Consequently, non-Western society could not cherish the benefit of visual art on their children’s cognitive and non-cognitive skill development due to a lack of evidence that would revive the community, educators, and policy-makers’ impressions about visual art activities, in addition to its amusement use. Thus, the present study adopted a cross-sectional study comprised of a large-scale survey (N = 1624) taken from the southwest part of China to assess the impact of out-of-school visual art activities on children’s academic attainment across economically advantaged and disadvantaged children. Astonishingly, the study’s findings shed light on current Chinese parents’ dedication to purchasing out-of-school activities regardless of their social class difference; notwithstanding, lower-class parents ought to learn that spending time with their children during their activities is more beneficial. The study’s implication calls for curriculum policy reform involving aesthetic education and expanding community youth centers for different extracurricular activities.

Citation: Deer G, Wu H, Zhang L, Tadesse E, Khalid S, Duan C, et al. (2024) Effect of out-of-school visual art activities on academic performance. The mediating role of socioeconomic status. PLoS ONE 19(5): e0298901. https://doi.org/10.1371/journal.pone.0298901

Editor: Najmul Hasan, BRAC Business School, BRAC University, BANGLADESH

Received: May 28, 2023; Accepted: January 31, 2024; Published: May 14, 2024

Copyright: © 2024 Deer et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are within the manuscript and its Supporting Information files.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

There is a rich body of evidence about the application of in-and-out-of-school extracurricular activities (ECAs) in children and adolescents’ cognitive and noncognitive adjustments [e.g., 1–4]. Western countries provide ECAs (sport, music, theater, scouts) after formal classes, which are supervised by an adult so that students can enhance their physical, social, psychological, and academic well-being [ 3 , 5 – 8 ]. In-school ECAs are mostly known as "after-school programs" since children are involved in various ECAs with the same peers they meet in the classroom, although out-of-school ECA programs include children with another group of peers with different skills, communication, and behaviors [ 5 , 8 , 9 ]. Marsh and Kleitman classified out-of-school ECAs as structured activities under formal training, adult supervision, and leisure activities primarily for fun that do not have an intended outcome [ 10 ]. In this paper, out-of-school (OOS) activities represent structured and organized activities that require sincere interest and effort to develop oneself [ 2 , 11 ]. In addition, most developing countries with limited educational resources cannot promote the breadth of ECAs inside the school, so parents must enroll their children in privately-owned schools that service several ECAs based on the student’s and parent’s choice [ 1 , 12 ]. Such ECAs, well organized, resourced, and intended, are more likely to boost children’s academic and non-academic outcomes [ 4 , 13 ].

Furthermore, children who participate in OOS ECAs outdo their counterparts in social adjustment, psychological well-being, and academic performance [ 5 , 14 ], whereas low-income children spend their after-school time with activities that have no substantial benefit for them, perhaps destroying their future [ 9 , 15 ] such as watching TV, playing games [ 8 ]. Although many studies have highlighted the robust impact of OOS ECA participation on children’s development, it is still controversial to generalize its generic effect due to the paucity of concrete evidence [e.g., 7 , 16 , 17 ]. Regardless of children’s SES, the likelihood of participating in several ECAs depends on their gender; boys are primarily interested in ECAs such as sports, dancing, and band/music, and girls prefer visual arts, theater, and music instruments [ 18 , 19 ]. Boys stereotype painting, drawing, and music training as girlish, and girls feel sports activities, dancing, and playing an instrument are masculine [ 3 ].

Furthermore, an extensive body of literature has discussed ECAs as a whole, which has vague implications for policy-makers who do not specify the corresponding advantage of ECAs socially, academically, psychologically, or physically [e.g., 6, 8, 20]. For instance, in- and OOS sports activities are related to never using substances [ 10 , 21 ]. Likewise, it is well documented that children’s high number of ECA participation leads to unintended or minor outcomes [c.f., 14, 22]. A later study in China stipulated that time spent attending ECA tutoring on weekdays was negatively associated with students’ cognitive development [ 9 ]. Most importantly, the present study ought to fill the gap that previous studies considered the purpose of ECAs by only assessing in-school activities, ignoring OOS activities. Hence, in view of children’s development outcomes, this paper sought to examine the participation in OOS visual art activity, which is considered a pertinent ECA for children’s academic performance [ 2 , 23 ]. In addition, previous evidence measures organized ECA participation only by considering formal activities. Still, it should also be assessed through childhood and adolescent involvement with their parents, in addition to organized OOS formal participation. Emerging literature in the contemporary world has argued that the effect of ECAs is more pronounced when parents devote their time in and out-of-home ECAs in addition to the formal ECA program [ 1 , 24 ].

Consequently, children’s socioeconomic status (SES) determines their participation in formal and informal OOS ECAs [ 18 , 25 ]. Nevertheless, emerging literature has claimed that, except for family SES, participating in art lessons does not significantly affect a child’s development [ 12 , 25 ]. Hence, parents need a decent income to afford formal adult-supervised OOS ECA training and dedicate their time to activities that strengthen children’s ECA skills and develop parent-child attachments [ 1 , 26 ]. A follow-up analysis by Lagacé‐Séguin and Case indicated that parents who support their children alongside the paid OOS program foster their academic outcome [ 22 ]. Likewise, in addition to paid OOS training, children develop robust cognition and emotion for visual art, and more parents commit and are involved in artistic work with their children [ 9 , 12 , 27 ]. Therefore, parents should dedicate their time and money to obtain the intended outcome of visual art and other ECAs [ 2 ].

Stimulatingly, although SES determines children’s participation in OOS ECAs, a growing number of studies claim that low-SES or disadvantaged children who are minority participants in in-and-out-of-school organized and supervised activities benefit more than their high-SES peers [ 1 , 27 , 28 ]. Explicitly, a longitudinal study in the USA that assessed the significance of ECAs stated that from all activities, visual art affects the well-being of low-SES counterparts compared with high-SES counterparts [ 29 ]. Nevertheless, some particular evidence explains the effect of participation in OOS visual art activities on disadvantaged or low-SES children’s academic adjustment in non-Western countries where this population is more prominent. Thus, to contribute concrete national and international literature and provide robust implications for stallholders, the current study operates on visual art participation, measured as supervised and organized OOS and informal visual art activities in and out of home and supported by parents.

Literature review

Visual art activities and disadvantaged children.

Visual art amusement activities, and most children or young adolescents engage in non-intended outcomes or benefits [ 20 , 30 ]. Nonetheless, in the contemporary era, visual art activities have received considerable attention among scholars, educators, and policy-makers in Western countries [ 20 , 31 ]. Visual art represents a series of activities that include painting, sculpture, designing, drawing, photography, etc. [ 20 , 30 , 32 ]. For young adolescents, rather than physical and instrumental activities, visual art activities are the most engaging and creative activity that makes children widen their imagination and outlook on their surroundings [ 33 , 34 ]. Similarly, visual art is a psychological intervention for children’s traumatic experiences to reduce anxiety and restore self-efficacy [ 12 , 35 ]. Accordingly, visual art education has a substantial advantage for children to develop social communication with peers, self-efficacy in their potential or cognition, and motivation for their school work [ 12 , 23 , 36 ]. Astonishingly, from different ECAs servicing in-and-OOS academics, high-flier students prefer to participate in visual art activities [ 18 ] given that these students possess higher SES or cultural capital [ 11 , 37 ]. Shockingly, you can count the number of studies conducted to examine the impact of participating in OOS visual art activities on in-school academic achievement.

Conway’s literature review demonstrates that children possess an accessible learning environment with no right or wrong during visual art activities. This learning freedom empowers children who are learning a language [ 23 ]. Thus, students, parents, and teachers consider visual art activities as a means of children’s cognitive development and school learning outcomes [ 12 , 36 ]. Remarkably, academically challenged, disadvantaged, and low-income children have an extraordinary chance of being affected by visual art activities compared to affluent children [ 20 , 32 , 34 , 38 ]. Mansour and colleagues affirm that the worth of art is limited to fostering marginalized children’s academic achievement and building a healthy personality [ 18 , 38 ]. Concurrently, recent evidence stated that low-SES parents send their children to OOS visual art programs not only so their children can develop solid artistic skills [ 32 , 37 ] but also for vigorous reasons that lay a strong foundation for their future life [ 25 ].

On the other hand, it is known that high-SES children have adequate exposure to different ECA equipment at home, which weakens the impact power of OOS ECAs for high-SES children [ 11 , 33 ]. In light of visual art’s undisputable advantage, it is a feasible intervention for at-risk children and adolescents to enhance their school learning difficulty and psychological issues [ 35 , 38 ]. As a result, visual art has a promising future in the educational system to close the academic achievement gap due to children’s out-of-school factors. A recent survey that used music and visual art intervention on improvised children (Hispanic) showed that parents reported radical changes in their children’s art interests, personal behavior, and academic achievement after eight months of training [ 32 ].

China and out-of-school ECAs

China requires ECAs to endorse children and adolescent well-being, although the Confucius philosophy teaching and parenting style has made children reserved for expressing emotion, which is significantly costing the country [ 24 , 39 , 40 ]. The nation is calling for a society that cherishes the application of ECAs for sustainable children and adolescent development [ 1 , 41 ]. Similarly, Chinese parents send their children to OOS programs for various benefits depending on their age and school level. For instance, parents with primary and high school children prefer ECAs that promote academic achievement [ 16 , 42 ]. Nevertheless, scholars have been reminded of the scarcity of literature regarding the participation of contemporary Chinese children in OOS ECAs after school [ 1 , 42 ]. Chinese literature discusses extracurricular activities as whole or nonvisual art activities (sports and music), which have rare effects on children’s academic development [ 1 , 2 , 7 , 43 , 44 ]. A recent study on kindergarten children demonstrated that the more ECAs children attend, the more they lose their affection for it and the less they benefit from it [ 39 ]. Likewise, Hui and colleagues’ experimental study affirms that children who attend visual art solely outperform their counterparts who attend training that integrates art with other ECAs [ 43 ]. Likewise, a later study on preschoolers’ participation in several ECAs elucidates that the number of ECA children participating is unrelated to any expected outcomes [ 16 , 45 ]. Above all, the current study explicitly aimed to study the association of children’s academic performance regarding their participation in structured OOS visual art activities at privately owned centers and visual art activities supervised and involved by parents. Apart from that, this paper aimed to examine the relationship between participation in OOS visual art activities and parental socioeconomic status and whether the benefit of OOS visual art participation is more significant for disadvantaged children than for affluent children. Considering the possible advantages of visual art for underprivileged children, it is crucial to identify disadvantaged children in Chinese society.

The power of socioeconomic status in contemporary China

In China, student academic achievement is the primary indicator of one’s future life path [ 2 , 46 , 47 ], so Chinese parents are known for valuing children’s school performance [ 16 , 39 , 40 , 48 ]. Due to the meritocratic political ideology of China, parents primarily want their children to spend their leisure or after-school time attending privately owned tuition centers or studying at home, which is based on cultural capital [ 1 , 24 , 48 ]. However, recently, the government banned every privately owned tuition center from giving shadow education, which is a creative social injustice and children’s academic pressure [ 9 ]. The Chinese government promotes commercial schools that provide extracurricular activities to foster academic and non-academic well-being [ 6 , 45 ]. Notwithstanding, unlike Western countries, in China, OOS ECAs are serviced by privately-owned training centers that require a hefty fee [ 1 , 24 , 45 ], which still reflects the direct influence of SES on access to social assets and its outcomes [c.f., 40, 47, 48]. Unfortunately, Chinese parents are intensively busy with their jobs and cannot involve their children in OOS ECA participation in addition to paying the fees [ 16 , 46 ]. Western countries’ literature has emphasized the substantial influence of parental time deviation in in-and-out-of-home ECAs and the magnitude of advantages children can attain from commercial OOS training. Surprisingly, a growing body of evidence in China indicates that middle- and high-income parents currently show rigorous support, involvement, and expectations for their children’s academic and non-academic engagement [e.g., 39, 40].

What is the power of SES on children’s educational attainment in contemporary China? Harmoniously, the latest meta-analysis claimed a strong correlation between SES and Chinese students’ language performance [ 47 ]. Subsequently, it is underlined that the impact of SES on children’s academic performance is more indirectly prominent [ 40 , 48 ] through OOS ECA [ 7 ]. A structural equation model suggested that it is essential to study potential factors that outshine the weight of SES on children’s cognitive development [ 2 ]. Ren et al. administered a longitudinal study on preschoolers in Shanghai, which stated that the involvement of children in ECAs boosts their cognitive development and language learning skills [ 6 ]. Although emerging evidence has explored the application of OOS ECAs, a plurality of them are condensed in prosperous cities such as Hong Kong, Beijing, and Shanghai [ 6 , 24 , 45 ], where society does not have the financial constraints to send their children to OOS ECA centers. As a result, the robust effect of SES on the likelihood of participation in OOS activities is unfolded [ 19 ]. In addition to the affluent cultural capital of these cities, society is fully aware of and has witnessed the advantages of the ECAs their children obtained [ 11 , 24 ]. However, the evidence pronounced that affluent parents send their children to OOS commercial centers for several ECAs for trivial purposes [ 42 ]. Thus, it is reasonably necessary to investigate children’s participation in OOS ECA in other provinces or cities in China where there is a wide SES disparity [ 12 , 47 ] and assess the threat and opportunities of OOS ECA for disadvantaged society. Flores stated that disadvantaged or low-income children with severe financial struggles attend OOS programs since parents know the superlative benefit children can obtain through organized activities that can be accessed at home, unlike high-SES peers [ 32 ]. Moreover, previous evidence in China is concentrated on early childhood participation in school ECAs, making our study the only one to address such a relevant concept at the primary school level for national and international academic society. Hence, to the best of our knowledge, this study is the first paper in China to investigate the impact of participation in OOS visual art activities (organized and non-organized) on disadvantaged children’s academic performance. The paramount aim of this study is to examine the impact of formal and informal visual art activities on children’s academic performance and the mediating role of parental SES to assess the role of SES on contemporary Chinese in predicting the likelihood of participation in visual art activities and academic performance.

The present study

After a comprehensive literature review, the current study proposes the following hypotheses: (a) OOS visual art activities directly influence children’s academic performance. (b) The impact of parents’ participation in OOS visual art activities on children’s cognitive development is more extensive than in OOS visual art activities organized by commercial training centers (c) The socioeconomic status of children is related to the likelihood of participating in OOS visual art activities (d) Economically disadvantaged children who participate in OOS visual art activities benefit more than their high-SES counterparts in terms of cognitive development. These questions enable us to assess the possibility of OOS visual art activities closing the academic achievement gap due to social class. Thus, unlike most national and international literature on early childhood samples, which is unfeasible for assessing the association of OOSECAs and cognitive development, this paper administered an extensive survey on public primary school children. In addition, the present study noticed that a vast body of Chinese literature concerning OOS ECAs centered in a few wealthy cities where the power of SES cannot be generalized to other cities and provinces; therefore, this paper sought to target Guizhou located in the southwestern part of China, where the SES distribution is spread out.

Theoretical framework

Based on the primary aim of the present study, we adopted the development model and social inequality gap reduction model [ 10 ]. The development model demonstrates that ECAs’ participation significantly contributes to children’s social, psychological, and cognitive development [ 6 , 10 , 20 , 49 ]. A wealth of international evidence indicates that ECAs, including visual art, promote a student’s academic performance [e.g., 10, 13, 45]. Explicitly, in Mansour’s longitudinal model, visual art notably impacts children’s academic performance after adjusting for socio-demographic factors and prior academic achievement [ 20 ]. Seow and Pans’ review exemplifies three ways ECAs indirectly foster children’s cognitive development [ 49 ]. First, children develop self-esteem, self-concepts, and artistic discipline, which benefit academic learning, self-control, and persistence. Second, children participating in ECAs develop solid communication skills with their peers and an attachment to their school environment [ 12 ]. Third, participation in ECAs opens the door for children to create a means to academically join oriented peer groups that leads them to perform better than others through the social capital they obtain [ 6 ].

The second model proposed to guide the study is social inequality gap reduction , suggesting that ECA involvement is more beneficial to socioeconomically disadvantaged children than advantaged children [ 10 , 20 ]. This model has a promising perspective in closing the academic gap between economically disadvantaged and advantaged students through ECAs [ 10 , 20 ]. A stimulating volume of studies found that academically, economically, and psychologically marginalized or disadvantaged children acquired considerable benefits from ECAs [ 10 , 28 , 50 ]. The literature mainly elucidates that from other ECAs, visual art activities are latent to supporting disadvantaged children in improving their academic performance [ 35 , 38 ]. Hence, this paper examined the extent to which OOS visual art activities sound the weight of SES on accessing social capital and the possibility that SES closes the academic achievement gap between economically disadvantaged and advantaged children.

Participants

The present study adopted a cross-sectional research design that randomly sampled 1624 primary school students (52.5% girls) from 32 public schools in Guizhou Province in southwestern China. Power analysis for sample size determination is performed, and the effect size was moderate effect (F = 0.25), the significance level was α = 0.05, and the power was 0.80. A primary school in Chinese educational structure represents children aged 7 to 14 attending grade levels from 1 to 6. In our sample, the average age of the primary children was (M = 11.6, SD = 2.03) (See Table 1 ). Informed written consent was obtained from each participant’s parents/ guardians before participating in the study. Later, with the help of school teachers and administrations, we insisted that students attempt the questionnaire, which intends to measure several inquiries. The Ethics Committee of Liaoning Normal University approved this study (LL2022040). Initially, before dispatching our questionnaire, the parents of 2,500 primary school children selected from all primary schools in the province were asked to return informed consent forms. After waiting two weeks, we obtained consent from 2,106 parents for their children to participate in the study. Then, we dispatched a survey written in Mandarin for each grade level of sampled children with substantial support from teachers and head teachers. After collecting the paper-based questionnaires, we omitted 392 unfinished questionnaires with missing or inappropriate responses, yielding a final dataset containing 1624 responses. All the 1624 sampled participants were required to consult their parents in advance about their household socioeconomic status, including educational level and monthly income.

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https://doi.org/10.1371/journal.pone.0298901.t001

Measurements

The socioeconomic status of our participants was measured with two common indicators: parents’ educational levels and monthly income. A large number of studies measure parental educational levels (father and mother) with 4- to 5-point Likert scales. However, the present study discusses the low SES province where society exhibits a diverse range of parental educational attainment. Accordingly, parental educational level (for both fathers and mothers) was captured with the following 7-point Likert scale: 1 = did not finish elementary school (8.6% of fathers and 13.1% of mothers), 2 = completed primary school (21.4% and 19.4%, respectively), 3 = completed junior high school (36.9% and 40.0%, respectively), 4 = completed vocational high school (6.5% and 7.4%, respectively), 5 = completed regular senior high school (15.8% and 14.5%, respectively), 6 = completed junior college (15.2% and 17.4%, respectively) and 7 = completed a university undergraduate or postgraduate degree (6.8% and 8.2%, respectively).

The distribution of parental educational levels confirms our speculation that rural Chinese parents’ educational levels are not normally distributed. The other SES indicator is monthly parental income, which was recorded from responses by each participating student’s parents or legal guardians (grandparents) on a five-point Likert scale: 1 = under 1000 RMB, 2 = 1000–3000 RMB, 3 = 3000–6000 RMB, 4 = 6000–9000 RMB, and 5 = over 9,000 RMB. The internal consistency reliability coefficients (Cronbach’s alphas) for the parental income of the fathers and mothers of our participants were 0.67 and 0.65, respectively.

Visual art participation (VAP).

The magnitude of children’s OOS visual art participation is measured from two aspects: (VAP1) participation in OOS visual art activities organized and supervised by privately owned training centers, and (VAP2) participation of OOS visual art activities supported and involved by parents in-and-out of home activities (C.f., 1). We designed 12 items that assess children’s involvement in OOS art schools and visual arts activities for both dimensions. The items were rated on a 5-point Likert scale ranging from 1 = = strongly disagree to 5 = = strongly disagree. Sample items were as follows: "I often go to art exhibitions or community cultural activities," "I like all kinds of courses related to art," and "I draw many visual elements such as lines, shapes, spaces, and colors".

Academic performance.

Given that the participants in the present study were elementary school students in grades 1 to 6, we could not use scores from standardized tests. Therefore, given that the final examinations in different schools and grades are different, we standardized all the test scores to eliminate the potential impact of school and grade on the academic scores. We standardized the scores for the Chinese, English, and math subjects using the score distribution in the specific school and the student’s grades. All subsequent analyses utilized these standardized scores as the children’s test scores.

Research findings

Descriptive analysis.

A two-way multiple analysis of variance (MANOVA) was administered to examine the mean difference between the participants’ SES and gender in the OOS visual art activity and academic performance. Thus, the analysis examined the possible association between the measured SES, gender, OOS visual art participation, and academic performance. According to the multivariate analysis results presented in Table 2 , there was no significant participation difference in VAP1 and VAP2 among boys and girls ( F (1) = 2.246, P = .071, and F (1) = 3.77, P = .31, respectively). In addition, the Table 2 results indicate a surprising result that there is no notable academic performance difference among boys and girls in Chinese ( F (1) = 2.506, P = .061), English ( F (1) = 1.573, P = .31), or math ( F (1) = 3.550, P = .094). Astonishingly, except for the mother’s income ( F (4) = 12.78, P < .05, η2 = 0.06), although the MANOVA result demonstrates that none of the parental levels of education or father’s monthly income determines the likelihood of participation in VAP1, the father’s educational level ( F (4) = 12.78, P < .05, η2 = 0.18) and mother’s monthly income ( F (4) = 12.98, P < .01, η2 = 0.21) are associated with children participating in VAP2. For further understanding, we ran the Turkey Post Hoc test to explain the mean difference under each variable category. The Post Hoc test noted that the mean VAP2 score difference between fathers with no primary education and undergraduate holders was MD = -0.66 (SE = 0.129). Moreover, the test result stated that the mean difference of VAP2 between mothers with an income under 1000 RMB and 6000–99000 RMB was (MD = -0.3719, SE = 0.1035). Similarly, unlike the father’s SES, the mother’s income and educational attainment were related to the academic performance of children in Chinese (( F (6) = 10.37, P < .001, η2 = 0.28, F (6) = 12.1, P < .05, η2 = 0.15, respectively), English (( F (6) = 15.55, P < .001, η2 = 0.31, F (6) = 21.47, P < .01, η2 = 0.08, respectively), and Math (( F (6) = 17.56, P < .01, F (6) = 11.97, P < .01, η2 = 0.19, respectively).

https://doi.org/10.1371/journal.pone.0298901.t002

Subsequently, as presented in Table 3 , a bivariate analysis was administered to assess the noncausal relationship among the operating variables. According to Pearson’s correlation findings, participation in VAP2 had a robust association with children’s academic performance ( r = .731, P < .001), SES ( r = .690, P < .001) and the likelihood of participating in VAP1 ( r = .783, P < .001). Surprisingly, the bivariate result indicates that primary school students’ age range has no significant influence on their participation in VAP1 ( r = .204, P = .082) and VAP2 ( r = .301, P = . 304 ).

https://doi.org/10.1371/journal.pone.0298901.t003

The effect of participation in OOS visual art on economically disadvantaged children

To meet the primary aim of the present study, we adopted a path analysis or a structural equation model to assess the children’s OOS visual art activity participation (VAP1 and VAP2) direct and indirect effects on their academic performance with the mediation of SES. Hence, we performed a structural equation model (SEM) with IBM AMOS 21.0 on a dataset with no missing values. Structural equation modeling (SEM) or path analysis was performed using AMOS 21.0 to examine the mediating role of the speculated variables. According to the output of the SEM, the results indicate a good model fit. The chi-squared χ 2 (4) = 1542.87, goodness-of-fit index (GFI, 0.765), comparative fit index (CFI, 0.178), and the mean square error of approximation (RMSEA, 0.11) were highly significant ( P < .001), which implies that the model fits the data well. According to the SEM or path analysis findings in Fig 1 and Table 4 , children’s participation in VAP1 and VAP2 determines their academic performance ( β = 0.14, p < .001, respectively). Astonishingly, the results determined that SES does not influence the likelihood of children participating in OOSVAP1 ( β = 0.04, p = .067). Nevertheless, SES predicts the participation of children in OOSVAP2 ( β = 0.19, p < .001). Unsurprisingly, the SEM results indicate that children’s SES has a substantial impact on children’s academic performance ( β = 0.27, p < .001).

Note: No asterisk: P <0.001, ***not significant, VAP1: participation visual art activities organized and supervised by privately owned training centers, and (VAP2) participation of visual art activities supported and involved by parents in-and-out of home activities.

https://doi.org/10.1371/journal.pone.0298901.g001

https://doi.org/10.1371/journal.pone.0298901.t004

Do economically disadvantaged children benefit from participating in OOS visual art activities?

The bootstrapping method is used to encompass eight models that estimate 95% confidence intervals for these effects from 2000 resamples of the data, and those confidence interval values that do not include zero within the upper and lower bounds imply a significant p-value at less than 0.001. The present SEM finding illuminates that VAP1 has an insignificant indirect effect on academic performance with a mediating role of SES ( β = 0.01, p = .061). In contrast, SES considerably accounted for the significant indirect impact of VAP1 on academic performance ( β = 0.05, p <0.001). Moreover, the indirect effect of VAP1 on academic performance through the mediating role of VAP1 and the serial mediating role of VAp1 and SES was significant ( β = 0.11, p <0.001, β = 0.04, p <0.001, respectively).

Discussion and conclusion

The present study sheds light on Chinese primary school students’ likelihood of visual art-based participation outside the school at privately owned schools and activities organized by parents. In addition, this paper addressed whether parents’ socioeconomic status determines OOS art participation among students. Ultimately, the study examined its primary objective: to show the association between OOS art participation and academic performance by taking SES. Accordingly, two models ( development and social inequality gap reduction ) were proposed to guide the purpose of the current study.

Development model

One of the preliminary findings of the present study is that in contemporary China, children and young adolescents’ participation in OOS visual art activities is not led by gender. This finding negates a large volume of Western literature that claims that visual art activities are mostly preferred and performed by girls only [ 7 , 19 , 51 ]. One possible explanation is that before the recent one-child policy relaxation, Chinese parents indebted possessing only one child who initiated parenting drawn out from the Confucius ideology, which practiced an autocratic or aggressive parenting style in which children (boy or girl) ought to obey and perform in any life path directed from their parents [ 35 , 40 ]. On the other hand, children in Western countries have free will to be engaged in the ECAs they enjoy and change or add to other ECAs whenever they want to.

Furthermore, this paper’s findings illustrate the moderate impact of parental SES on academic performance. Mothers’ educational attainment and monthly income significantly promote children’s academic performance in China. A series of studies in China revealed that affluent children outperform their counterparts, given that they hold cultural capital that enables them to access social and academic assets, which promotes academic gaps [ 11 , 40 , 48 ]. Thus, parents must obtain cultural capital to furnish their children’s future professional careers, and Chinese mothers are known for mainly taking charge of their children’s academic adjustment. Consequently, the study’s findings underline that mothers’ income is related to the likelihood of attending OOS visual art activities organized and supervised by a commercial training center.

On the other hand, the father’s educational attainment and the mother’s income determine the extent of children’s OOS activities with their parents to broaden their visual art activities. These findings perfectly explain the modern Chinese parenting style, which practices a strategy in which both parents take different but parallel responsibilities for their children’s development. Moreover, our analysis supports the development model, which pronounces the influence of ECAs on children’s cognitive and noncognitive development [ 12 , 27 , 36 ]. Astonishingly, this finding negates Chinese evidence, which argues that children’s participation in after-school ECAs doesn’t only predict academic benefits directly but indirectly [ 11 ]. However, Tan and colleagues’ study has two potential limitations: the study utilized the 2014 China Education Panel Survey (CEPS) and doesn’t explain the present dynamic Chinese society, which underwent radical economic and social change. The study assessed ECAs in a dichotomous variable (Yes or No) that doesn’t disclose the particular ECA. Similarly, the current research argues with the latest Chinese evidence that only informal ECAs determine academic performance, but not formal ECAs, which are regularly scheduled and highly structured with a teacher’s supervision [ 7 ].

In the meantime, the finding of the study is in line with recent evidence in the southeast of the USA that participants, particularly those involved in visual art and music ECAs, enhanced their English language art and mathematics grade points compared to their counterparts from other ECAs such as martial art, dancing, soccer, and so on [ 5 ]. Likewise, Lee and Lee’s Quasi-experimental study in Kenya affirms that art education was a catalyst for raising the students’ autonomy and confidence because it was a discipline that encouraged proactive self-reflection and self-expression [ 12 ], which suggests that using visual art as a pedagogy for emotional learning, which aims for students’ strong agency and confidence [ 36 ]. In light of this paper’s exclusive measurement of participation in OOS visual art activities, the findings demonstrate that visual art activities given by privately owned centers and organized by parents in and out of the home have a favorable and substantial impact on children’s academic performance [ 1 ].

Although there is a large body of evidence that confirms the advantages of undisclosed and unstipulated ECAs on children’s well-being [ 10 , 44 ], the present study adds scanty relevant evidence that highlights the influence of visual art activities on academic achievement [ 23 , 36 ]. In addition to the overall impact of participation in OOS visual activities on cognitive development, the present study suggests that the effect of visual activities accompanied by parents is more prominent than formal OOS visual art lessons. Likewise, the preceding and latest literature indicate that parents ought to be involved in their children’s ECAs so that children foster their cognition and emotion, which strengthens their self-efficacy [ 9 , 12 , 24 ]. Although earlier studies manifest that educated and well-off Chinese parents are immersed in their children’s development only through paying their educational and personal needs expenses, the present research unveiled that contemporary Chinese parents embrace a Western parenting style embedded with Chinese culture that nurtures parents to invest their time and earnings on their children OOS ECAs organized by private training centers and activities supervised by parents in-and-out of the home. Such activities that extend the interaction time between children and parents allow parents to support and follow their children’s academic progress and time management [ 1 ].

Social inequality gap reduction

It is well documented that OOS ECAs are serviced by commercial training centers that spotlight cultural capital’s power in children’s well-being [e.g., 1, 25, 27]. Nevertheless, in the modern world, low-SES societies strive to forfeit their will to send their children to OOS centers to enrich their self-confidence among their peers [ 12 , 32 ]. Afterward, the present study embraces the Social Inequality Gap Reduction [ 10 ], which is buoyed by an abundance of literature that stresses that economically disadvantaged children benefit from ECAs more than privileged children [ 32 , 34 , 38 ]. In addition, this paper considered OOS activities supervised and organized by parents to enhance children’s ECA cognition, emotion, and self-efficacy [ 12 , 15 , 27 ]. Strangely, this paper found that children’s SES does not determine the chance of being in structured OOS visual art activities organized by private training schools, which aligns with the latest study assumption [ 32 ] and contradicts with Chinese literature that found the positive association between parental SES and the likelihood of their children participating in different ECAs [ 1 , 9 , 11 ]. In fact, a recent study revealed that low-SES students participated in more formal ECAs, while high-SES students were more in informal ECAs than their counterparts [ 7 ].

Consequently, the model found that the impact of participating in structured OOS visual art activities at private centers on academic performance cannot be arbitrated or explained by children’s SES. This unexpected finding disputes a large body of studies claiming the significance of OOS ECAs for low-SES children since these children cannot obtain such an environment at home [c.f. 1, 33]. We have two plausible explanations for these unforeseen findings. Mansour and colleagues suggested that visual art activities are ideal for academically high-achieving students who know how to manage their ECAs with their school work [ 18 ]. In this research context, the power of SES in China is weightless, given that the one-child policy enables every parent to provide affordable necessities for their child to lay a foundation for their future success. China tracks meritocracy political thought, which indicates that individuals climb the social class ladder based on their achievement or performance [ 9 , 27 ]. Hence, parents from any socio-class invest their capital in their online well-being and development, which leads them to a resounding endeavor in an academic and future professional career, bringing a high return rate for the parents.

In contrast, although the path analysis finding indicates that SES does not account for the influence of participating in OOS visual art activities organized by private training centers on academic performance, the model reveals that the effect of participating in OOS visual art activities organized by parents on children’s academic performance is noteworthy for advantaged children from the upper class. Interestingly, the finding contradicts previous claims about the non-involvement of affluent Chinese parents in spending time with their children through in-and-out-of-home ECAs to enhance their children’s development and parent-child attachment [ 1 , 2 , 27 ]. This finding illuminates that low-SES parents lack time or energy, as their jobs have long working hours that result in physical fatigue. Educated parents have fixed working hours that permit them to use their off and weekend time in activities with their children. In the preceding literature, Chinese parents are known for spending money rather than time on their children’s cognitive and noncognitive adjustment. This paper confirms the latest studies’ perspective, arguing that present-day maternities follow their children’s academic and nonacademic progress by involving themselves and their monetary allegiance [e.g., 12, 27, 40]. The aforementioned study mentioned that in addition to participation in OOS-organized visual art programs, parents should support their children by expanding their exposure to activities ([.f., 1].

Moreover, a longitudinal study revealed that children who spend OOS art activities with their parents showed marvelous performance in math and reading [ 26 ]. Likewise, later evidence confirmed that visiting art exhibitions, museums, and galleries boosts children’s motivation and efficacy [ 33 , 36 , 44 ]. This explains why the relationship between visual art participation and academic performance is nourished by parental involvement [ 1 , 2 , 24 ].

The present study sought to examine the impact of OOS visual art activities on academic performance by considering the SES through the theoretical lens of the development and social inequality gap reduction models. The study’s findings suggested that the participation of children and adolescents in visual art activities in private training centers and parent supervision in and out of the home develops educational outcomes. Most interestingly, this investigation claimed that SES doesn’t determine the likelihood of children being involved in visual art activities in private art education centers or parental supervision and organized in and out of the home. Hence, the study noted that the social inequality gap reduction model may not apply to contemporary Chinese society as the dynamic SES distribution.

Implications, limitations, and direction for future studies

Based on our first empirical study conducted to examine the effect of participation in OOS visual art activities organized by privately-owned centers and organized by parents in and out of home on children’s cognitive development in view of children’s SES, we concocted promising and robust theoretical policy and practical implications. (1) By considering the patent impact of visual art activities in building a generation fueled with solid creativity, self-efficacy, self-concept, and communication skills, policy-makers in developing countries that are under radical economic development, such as China, ought to cherish the application of visual art activities by introducing it under a formal curriculum [ 5 ], so that qualified and trained teachers can integrate art into their subject matter. (2) This study suggests that government policy-makers and educators have to strive hard to monitor the cost of OOS private training centers to eliminate social injustice from the educational system; or like Western countries, government, non-government organizations, and communities in developing countries should work together to promote free or low-cost OOS training centers that provide different ECAs for children and adolescents. (3) The present study sheds light on shifting the mindset of parents who perceive spending money on their children as their best effort with zero parent-child communication and relationship time. (4) Most importantly, this study proposes that the social inequality gap reduction model is impractical for modern-day Chinese society, given that the one-child policy’s long-term effect made SES impotent in accessing cultural capital [ 11 ].

The current study findings and implications should be grasped in light of the limitations that could not be addressed. The study’s first limitation is that the sample was obtained from primary school students in one province, so the generalization radius of our findings does not include students of early childhood and late adolescent age. Second, since the study is limited to applying only one ECA, the results do not represent other ECAs in children’s cognitive development. Third, the study’s findings cannot be generalized to Western countries or other countries, so we kindly stimulate scholars and educators from developing countries to underline the power of visual art activities in children’s psychological and cognitive well-being.

Supporting information

https://doi.org/10.1371/journal.pone.0298901.s001

Acknowledgments

We want to express our great appreciation and admiration to the adorable children who were part of this study and their parents and teachers who made the data collection happen.

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41. Jin, Y. (2017). A cross-cultural study of contemporary early childhood arts curricula (Doctoral dissertation, Flinders University, School of Education.).

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Five Liberty professors announced as recipients of President’s Award for Excellence in Teaching

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May 14, 2024 : By Office of Communications & Public Engagement

As the 2023-24 academic year comes to a conclusion, five professors from different areas of Liberty University were recognized for their outstanding work in the classroom and role in continuing Liberty’s mission through the President’s Award for Excellence in Teaching .

The President’s Award for Excellence in Teaching is presented to professors who have promoted significant student learning, evidenced by creative and innovative approaches to teaching, the effective use of instructional technology, and exceptional pedagogical skill. Additionally, the recipients’ impact on student faith, thought, and character fully realizes Dr. Falwell’s vision of Training Champions for Christ.

The award process involves a formal nomination, dean support, faculty input, and student contribution. The Center for Teaching Excellence (CTE) oversees the adjudication and process. Winners are recommended by confidential scoring committees, comprised of select staff, faculty, academic leadership, and past winners, and are affirmed by the Office of the Provost.

“This year’s award winners of the President’s Award for Excellence in Teaching stand out among our incredible faculty body as teachers, mentors, and role models,” CTE Director Dr. Shawn M. Bielicki. “They have excelled at preparing our students with the Christ-centered knowledge and skills to impact the world. We congratulate them on this prestigious and well-deserved recognition.”

President’s Award for Excellence in Teaching

Dr. Cynthia Goodrich

Professor of Nursing, School of Nursing

In her classes, Goodrich successfully utilizes various tech-related tools, including virtual meetings with field experts. Goodrich’s use of resources and technology creates a flexible environment. Deeply concerned with students’ spiritual and mental health, she infuses every interaction with seeds of faith, including prayer and the Gospel in her emails and online video calls. Goodrich has been published in peer-reviewed journals, has served as a Center for Teaching Excellence Fellow, and is the Assistant Director of Liberty University’s Honors Program .

Goodrich was also this year’s recipient of the 2024 CTE Director’s Award for Excellence in New Faculty Mentoring, which recognizes a veteran faculty member who has excelled at taking a new faculty under their wing to help them navigate their first year.

Kevin Layell

Assistant Professor, Department of Family and Consumer Sciences

Layell implements active learning principles, including using an age simulation suit and vision impairment technology in various real-world scenarios, to help students understand the challenges facing senior citizens. Using biblical themes and integration, Layell promotes a Christian worldview in his students. Layell’s teaching philosophy focuses on student engagement and hands-on design experiences, including field trips to active construction sites on campus and inviting field experts to speak to his students.

James Mashburn

Associate Professor, School of Aeronautics

In addition to his academic qualifications, Mashburn holds licenses as a commercial pilot and Certified Flight Instructor. An expert in aviation leadership, he ensures that his students receive training on communication and leadership. Mashburn actively engages every student, encouraging participation throughout his class. Extending his student engagement beyond the classroom, Mashburn developed a field mentoring guide for flight instructors to use with their students.

Dr. S. Alexander Mason

Department Chair and Assistant Professor, Department of Interdisciplinary Studies

Mason teaches a new course on the Ethics of Artificial Intelligence, which addresses technology, ethics, and Christian faith using AI-informed creative arts projects, speed debates, and an interactive crisis scenario. He encourages active student participation and involvement by applying the Socratic method. Mason contributes to his field by developing and administrating NEXUS: the Liberty Journal of Interdisciplinary Studies , a student research journal.

Dr. Andrea Smith

Online Chair and Assistant Professor, School of Aeronautics

Smith considers technology vital to aviation training, and she integrates artificial intelligence, virtual and augmented reality, and simulation technology into courses. She contributes to internal and external research, serves as a dissertation committee member, and maintains membership in the Women in Aviation and the University Aviation Association organizations.

President Costin prepares students for the ‘exam of life’ in final Convocation of school year

Liberty Christian Academy names longtime teacher, administrator Jeffrey Capps as Head of Schools

Civil engineering professor offers insight into Maryland bridge collapse to New York Times

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Roles and Responsibilities of a Teacher: Complete Guide

Facilitating Learning

Curriculum Development and Lesson Planning

Assessment and Evaluation

Classroom Management

Professional Development

Mentorship and Guidance

Collaboration with Stakeholders

Advocacy and Ethical Responsibilities

The Role of Technology in Teaching

Addressing Challenges in Modern Education

The Future of Teaching

Conclusion of Roles and Responsibilities of a Teacher

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Roles of a Teacher

1) Mentor

2) Collaborator

3) Creative thinker

4) Advisor

5) Facilitator

6) Assigner of tasks

7) Position as a club benefactor

Responsibilities of a Teacher

1) Planning

2) Evaluating student advancement and involvement

3) Offering constructive input

4) Upholding classroom order

5) Responsibility for enhancing teaching practices

6) Research and implementing new teaching approaches

7) Designing assessments and supervising examinations

Conclusion

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The path to scale 21st century education in countries with struggling education ecosystems

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17 Roles and Responsibilities of a Teacher

2. Mediator

3. Inspires

4. Resourceful

5. A Continuous Learner

6. Collaborator

7. The Participant

8. A Role Model

9. A Great Listener

10. Eloquent Speaker

11. Planner/Organizer

12. Creative Thinker

13. The Assessor

14. All-Round Educator

15. Researching and creating new teaching materials

16. Executing new teaching methods

17. Delivering learners with one-to-one support

Conclusion

Andrie Steliou

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