This goodwill and support originates in the leader seeing people as people, not as another resource for deployment in support of “the task”. The manager often has the role of organizing resources to get something done. People form one of these resources, and many of the worst managers treat people as just another interchangeable item. A leader has the role of causing others to follow a path he/she has laid out or a vision he/she has articulated in order to achieve a task. Often, people see the task as subordinate to the vision. For instance, an organization might have the overall task of generating profit, but a good leader may see profit as a by-product that flows from whatever aspect of their vision differentiates their company from the competition.
24、信任在組織變革中的作用
There is no reason for change to be a feared concept in organizations. The primary reason changes fail is that someone failed to plan and communicate the plan in an appropriate manner. An organization is as good as its personnel. The ability of each member to work and establish a collective effort will only enhance the organization as a whole. That effort has one main ingredient. One particular thing that forms the foundation of all achievement; that which is the glue that holds all efforts together; and that which is undoubtedly necessary for all success. That one thing is trust. The role of trust is fairly easy to describe, and its contribution toward organization’s efforts can be easy to identify. Yet, trust remains one of the more elusive elements of organizational management.
25、好老師的十四大守則
There are many more practices and activities for one to adopt so that one will be better prepared to effectively discharge one’s duty as a teacher. The role of the teacher is of great importance and is examined on a daily basis by his/her charges. We must always keep the blame alight and the lamp always fueled. The following are guidelines the teacher should develop:
1.Share helpful hints based on your own experiences.
2.Be flexible in responding to changing needs and concerns of students.
3.Maintain a positive, professional relationship.
4.Be a good listener.
5.Guide students toward using a problem-solving approach.
6.Accept some spontaneous interaction but also schedule definite times for structured conferencing.
7.Structure conferences with clear objectives and appropriate materials.
8.Maintain consistency between instructions to students and your own behaviors.
9.Familiarize students with a variety of teaching practices.
10.Think ahead and prevent problems rather than waiting to react to them.
11.Be clear, concrete, and specific in communicating with students, especially when giving feedback.
12.Explain the reasons behind decisions and suggestions given to students.
13.Spend some time thinking through the progress of students in order to plan future activities.
14.Be an active learner yourself.
26、教學有方的老師三大特征
An effective teacher is one who runs an effective classroom, and touches the lives of children. An efficient teacher is one who knows what they are doing and does the right thing consistently. To be an effective and efficient teacher you must have three very important characteristics for student success:positive expectations, extremely good classroom management skills, and know how to design lessons for student mastery.
1.Positive expectations are essential to student success. When the teacher has high expectations, not high standards, the students will perform to your expectations. If you believe that all students are above average and that they all are capable learners, these expectations will transmit to the student, and the student will succeed. If these expectations are apparent toward all students it will benefit both the teacher and the students.
2.Good classroom management is important for student success. For this to happen, the teacher has to be very organized, and consistent in everything. The teacher must maintain control so that instruction and learning can occur. Much of the control that a teacher has over a class is affected by what the teacher does on the first day of school. If you can maintain control during the first week, which is an accurate indicator for how well the students will do for the rest of the year.
3.Designing lessons for student mastery is also very important for student success. To teach for mastery, an effective teacher must do two things, know how to design lessons in which the student can learn, and know how to evaluate the learning to see if the student has mastered the concept. You can learn to be an effective teacher by learning from your mistakes as well as from your mentors and fellow teachers. Every one of us is both a student and a teacher. We are at our best when we teach ourselves what we need to learn.
27、好教師的職責I：四大基本職責
The teacher is like an oil lamp, if its flame is steady and bright, a hundred lamps can be lit by it, without in any way diminishing its brightness. For ensuring the brightness of the lamp, it is necessary that the wick be in good order and the oil supply be sufficient. Certainly the role of the teacher cannot be written in mere words. However, some of the key responsibilities can be highlighted. The following is a list of suggested activities which when presented may facilitate development during the student/teaching experience. These activities are by far not complete in its research. As such one may wish to modify them to make it fit in their situation.
I. Initial Activities:
1.Handle classroom routines such as attendance, dismissal and perhaps lunch distribution.
2.Assume teacher’s duties conduct assembly, clubs and other co-curricular activities.
3.Check students’ written work and keep necessary records, such as progress report, assignments and projects and mark them.
4.Keep students in a healthy environment and thus keep them safe.
28、好教師的職責II：八大組織職責
II. Organizational Activities:
1.Keep a notebook or idea file; include minute fill-in ideas such as games, songs, stories, sources of information and materials, ideas for learning centers, bulletin boards, etc.
2.Make direct observations of classroom activities.
3.Plan a design for a classroom.
4.Help group students for instructional purposes.
5.Become responsible for the general appearance of the classroom（e.g. cleanliness, arrangement of charts, etc.）.
6.Prepare bulletin boards.
7.Develop a repertoire of techniques for class management or handling individual behavior problems （e.g. punishment, time out, etc.）.
8.Create an individual behavior management plan including the use of data for decision-making （e.g. promotion, demotion, participation in co-curricular activities, etc.）.
29、好教師的職責III：十大指導職責
III. Instructional Activities:
1.Prepare individual written lesson plans and execute same using varied techniques.
2.Write lesson plans cater for individual differences among the students. Pupils should be made to know that they could achieve given tasks. At the same time let tasks be challenging.
3.Plan, modify, alter or adapt, and teach a unit of instruction as is appropriate for the students in the class. （The teacher should critique such lessons and give positive feedback.）
4.Participate in planning sessions.
5.Use various and appropriate instructional materials and resources in your instruction.
6.Work with individuals, small groups, and large groups.
7.Teach structured skills lessons.
8.Conduct open-ended discussions. （Give students a chance to speak about their interests, etc.）
9.Help administer standardized and teacher-made tests.
10.Encourage free writing activities, example, diary, journals, etc.
30、好教師的職責IV：十大職業職責
IV. Professional Activities:
1.Attend school on a regular basis.
2.When communicating with parents, allow students to participate in conferences.
3.Familiarize students with recent articles concerning education and other publications involving teaching and education.
4.Ask students to attend meetings. If possible, attend a teachers’ convention.
5.Become familiar with up to date curriculum materials, curriculum guides, and diagnostic tools.
6.If there are teachers in the institution with special skills and teaching techniques ask students to visit their classrooms and observe different teaching techniques.
7.Participate in informal school activities. Develop open and friendly staff relationships.
8.Display initiative and a willingness to accept constructive feedback.
9.Become familiar with the varied responsibilities of the special educators and other specialists in your building.
10.Carry about yourself so as not to bring disrepute upon yourself and to your institution.