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 Given that there are times you need to be a teacher and othertimes a facilitator, what would you need to do to mentally prepare yourself for each role?

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 Given that there are times you need to be a teacher and othertimes a facilitator, what would you need to do to mentally prepare yourself for each role?

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This process often begins when the teacher becomes informed about the student-centered transition planning process. Once the teacher acquires this knowledge, he needs to share it with the other members of the team. This is also an opportunity to build their buy-in and support for the new process. Next, the teacher needs to make a plan to implement the three major components of student-centered planning which entail ensuring the student is:

Using assessment information to develop goals

Taking a leadership role in IEP meetings

Evaluating progress toward meeting IEP goals

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What are the barriers to succeeding as a facilitator?

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What are the barriers to succeeding as a facilitator?

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Poorly defined responsibilities and roles.

Personality clashes.

Conflict of interest.

Lack of group cohesion and commitment to group goals.

Conflict between individual and group goals.

Poor communication skills.

Poor communication skills - positive body language.

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As we have identified that a transition is necessary, the overall result of the facilitator is described as an efficient tool to create independence and confidence with the students' acquired knowledge and allowing the student to freely identify the way the process should be approached according to their needs.

A syllabus is necessary, yet its content should be organic in the form of assimilation so that the content has relevance and can mold itself to future needs and changes.

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This video illustrates two of the iTeach principles, Teachers as Facilitators of Learning and Children as Constructors of Knowledge, in action in the classroom. The teacher explains the importance of facilitating children's learning by breaking down an activity into bite-size tasks, modelling the process of carrying out the task, giving clear instructions and asking open-ended questions. This also provides opportunities for children to explore, discover and gain new understanding of themselves and the world.

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This video illustrates two of the iTeach principles, Teachers as Facilitators of Learning and Children as Constructors of Knowledge, in action in the classroom. The teacher explains the importance of facilitating children's learning by breaking down an activity into bite-size tasks, modelling the process of carrying out the task, giving clear instructions and asking open-ended questions.

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As continuous reflection arises through the process of providing content and knowledge, the role of the educator transitions to the role of a facilitator through the dynamics of personalities interacting and the reflection  for what students should learn, how, when, and if they have learned.

Through the process of educator/facilitator it is not if one should be over the other but when should one become the initial tool and smoothly transition to the next according to the students needs to be independent with the learning/application of such content/knowledge.