Position facilitator , Position tutor - Theory and...

Position facilitator

The concept (from English , facilitated, promoted) is introduced by the psychology classic Karl Rogers. Hence, the main task of the teacher-facilitator is to facilitate and simultaneously stimulate the process of education and training, i.e. the ability to create in the classroom an appropriate intellectual and emotional environment, an atmosphere of psychological support. The facilitation function, facilitation of communication is so important that K. Rogers calls the teacher primarily a facilitator of communication. This means that the teacher helps the student express himself, then the positive that is in him. The teacher's interest in the success of the student, a supportive atmosphere of communication that facilitates contact facilitates pedagogical interaction, promotes self-actualization of the student and his further development (S. Ya. Romashin).

Pedagogical communication is structured as follows: the teacher helps to formulate the goals and tasks facing a group of students or to each student individually, and then creates a free and relaxed atmosphere that will stimulate students to solve problems. In this case, the teacher is important: 1) to be yourself, openly express your thoughts and feelings; 2) demonstrate to children full confidence in them and confidence in their capabilities and abilities; 3) show empathy, i.e. understanding of feelings and experiences of each schoolboy.

According to studies with a facilitative communication style, students are less likely to miss school during the school year, have more positive self-esteem, achieve more progress in education, have fewer problems with discipline, commit fewer acts of vandalism with respect to school property, high level of thinking and creative activity.

Position Tutor

The tutor (from the English tutor - mentor, tutor, guardian) in the main and senior schools is a teacher-consultant and coordinator. Its goal is to create an educational environment that will allow the pupil to obtain knowledge and skills independently as much as possible, developing in a mode convenient for him, including within the framework of the lesson. At the same time, the tutor helps to effectively use teaching materials, the Internet, and the practical experience of other students. The coordinating work of the tutor is aimed at helping in posing the problem, defining the goals and objectives of the activity, planning action for implementation, analyzing the results of the work. Tutor advises and supports students in the process of their independent activity. Moreover, it creates a favorable creative atmosphere, where it is unacceptable to impose one's own point of view or strategy, where the ideas and statements of children are not criticized, but are discussed.

The tutor can listen and highlight the essential points in any statement of the student. In the educational process, the teacher directs the child through overview information, suggestive questions, advice.

Tutor in primary school - more educator or organizer of after-hour activities of students. In the process of education, the activity of schoolchildren coordinated by the tutor helps them to develop initiative, goodwill, openness, observation, creative and intellectual activity, the ability to make unconventional decisions, flexibility and critical thinking, careful and attentive attitude to the elder's experience, optimism, tolerance.

Thus, education and upbringing is built through the activity of children, their activities, practice.

Thus, a tutor is an individual tutor. The range of semantic nuances of this role is from the educator (elementary school) to the supervisor of studies (high school). The essence of pedagogical communication between the tutor and other subjects of the educational process is the correlation of the context of life and interests of the child with the context and cultural content of school education. At this intersection, a child's request (even if unconscious himself) comes up, which needs psychological and pedagogical support. Consequently, the content of the tutor's work includes four directions:

• Studying students;

• pedagogical support;

• interaction with parents and teachers;

• Organization of extracurricular life of the child.

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