Ch 1 overview: Pastoral role - the theory

Lize Vorster
Mind Map by Lize Vorster, updated more than 1 year ago
Lize Vorster
Created by Lize Vorster over 5 years ago
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postgraduate certificate Pastoral role (Chapter summaries) Mind Map on Ch 1 overview: Pastoral role - the theory, created by Lize Vorster on 10/03/2014.

Resource summary

Ch 1 overview: Pastoral role - the theory
1 Scholar's view of pastoral role
1.1 Bradley & Dubinsky
1.1.1 Merely instrumental
1.1.2 picking up problems as they arise & responding pragmatically
1.2 Francis & Kay and Frankel
1.2.1 Danger is problems may go unnoticed
1.2.2 Little or no attempt by school to deliver values education
1.3 McLaughlin
1.3.1 Teaching involves implicit and explicit values education with formal curriculum
1.3.2 Opportunity for encouraging cognitive, affective, spiritual and moral development
1.4 Best, Lang & Watkins
1.4.1 Pastoral role = most important role of an educator in a school
1.4.2 Being concerned about the wellbeing of each learner
2 Applied competence for the community
2.1 Define competence
2.1.1 Practical - demonstrated ability to consider range of possibilities for action, make considered decisions about possibility, perform the chosen action
2.1.2 Foundational - demonstrate understanding of knowledge & thinking underpinning an action
2.1.3 Reflexive - ability to integrate/connect performance and decision making with understanding & change according to circumstances
2.1.4 Applied competence: three interconnected types of competence. Ability to integrate competences that constitute each of the educator roles
3 Name 8 practical competence
3.1 Functions as mentor - support system for student educators & colleagues
3.2 Conceptualise and plan school extramural programme (sport & culture)
3.3 Demonstrates caring, committed & ethical professional behaviour & understanding of education as dealing with protection of children & development of whole person
3.4 counsels/tutors learners with social/learning problems
3.5 Able to respond to current social & educational problems (drug abuse, poverty, abuse, hiv, environment)
3.6 shows appreciation of and respect for people of different values/beliefs/practices/cultures
3.7 provides guidance to learners about work & study possibilities
3.8 develops life skills/work skills, critical, ethical & committed political attitude and healthy lifestyle in learners
4 Name 11 foundational competence
4.1 Understands various approaches to education for citizenship
4.2 Understands key community problems
4.3 knows about principles & practices of main religions of SA, customs, values & beliefs of main cultures, the constitution and bill of rights
4.4 Understands possibilities for life-skills and work-skills education and training in local communities, organisations and business
4.5 knows about ethical debates in religion, politics, economics, human rights and environment
4.6 Understands child and adolescent development and theories of learning and behaviour
4.7 understands the impact of class, race, gender and other identity-forming forces on learning
4.8 understands formative development and the impact of abuse at individual, familial and communal levels
4.9 understands common barriers to learning and kinds of school structures and processes that help overcome barriers
4.10 nows about support services available and how they may be utilised
4.11 know about the kinds of impact school extramural activities can have on learning and the development of children
5 Reflexive competence
5.1 Recognises and judges appripriate intervention strategies to cope with learning and other difficulties
5.2 Reflects on systems of ongoing professional development for existing and new educators
5.3 adapts school extracurricular programmes in response to needs, comments and criticism
5.4 Reflects on ethical issues in religion, politics, human rights and the environment
5.5 Adapts learning programmes and other activities to promote an awareness of citizenship, human rights and principles and values of constitution
5.6 Critically analyses the degree to which the school curriculum promotes HIV/Aids awareness
5.7 critically analyses the degree to which the school curriculum addresses barriers to learning, environmental and human rights issues
6 Name 3 things you must be aware of
6.1 1. Adolescence is one of several critical psychological & biological development stages
6.1.1 Successful negotiation affected by social and cultural factors
6.2 2. This complex transition partly defines the pastoral problems we have to deal with
6.3 3. The nature and manner that these problems are presented can lead to difficult boundary issues
7 My job as pastoral educator
7.1 Skills
7.1.1 handling boundary issues
7.1.2 Don't overload yourself (time management & prioritisation)
7.1.3 Administrative skills
7.1.4 basic counselling skills
7.1.5 Ask students to rate the urgency of their problem
7.1.6 Helping learners solve their own issues - show the path but don't solve it for them
7.2 Emotional scaffolding
7.2.1 To manage their own affective development
7.2.2 process where a more advanced partner changes the degree and quality of support provided as they become more proficient
7.2.3 Students need to solve their own problems/take responsibility
7.2.4 need to see educator as fellow adult
7.3 Legal aspects
7.3.1 Primise confidentiality
7.3.2 Knowing where they're qualified to intervene
8 When to switch to pastoral role
8.1 administrative efficiency to deal with problems as promptly as you can
8.2 Take time to listen carefully and sincerely
8.3 Set clear boundaries - what is the learner's responsibility
8.4 Know who to refer to when you don't know how to help
8.5 Don't take a learner's side in a dispute without checking
8.5.1 That their side corresponds with views of others involved
8.5.2 Which other staff should/already know about problem
8.5.3 what viable options are available for learners to solve the problem themselves with or without emotional scaffolding
9 Memorise quote
9.1 If this is done successfully, it facilitates the whole complex process whereby schooling enables young people to enter the increasingly complex world of the adult community with as many cognitive and affective strengths, and as few liabilities, as possible
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