Are you a 21st-century teacher?

What does it mean to be a 21st Century Teacher? These are the characteristics of a 21st Century Teacher:

Facilitate and inspire student learning and creativity so that all students achieve in the global society.

Teachers use their knowledge of the subject matter, teaching, and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Creativity appears in many forms, from creating physical models to creating questions.

Teachers can facilitate learning by making the educational process easier for students. This does not mean watering down the curriculum or lowering standards. Rather, facilitating learning involves teaching students to think critically and understand how the learning process works. Rather, facilitating learning involves teaching students to think critically and understand how the learning process works. Students need to learn how to go beyond the basic facts—who, what, where, and when—and question the world around them.

The teacher plays the central role in the educational process. ... This is why it is very important to encourage teachers in language and language expression classes to stimulate and develop the creative thinking of their students by promoting new and interesting ways of finding different solutions to various problems

It is the teacher's role to make students aware that there are multiple ways to get to understanding and that they need to investigate and ask questions. To encourage creativity, teachers should design lessons with a variety of options for assignments and tasks. This student-led choice will encourage them to tap their own initiative, knowledge, and interests to complete the task.

Facilitate learning in multiple modalities.

The teacher as a facilitator and resource person

This article in the series looks at the critical role of the teacher as a facilitator and resource person and their responsibilities in relation to teaching mathematics and problem-solving underpinning a context-based teaching approach.

Of course, the ultimate purpose of all this planning is that the students undertake the investigation and learn and apply a range of knowledge and skills.

In order for students to successfully achieve the learning and outcomes expected it is vital that the teacher monitors their progress and intervenes when necessary to teach any identified mathematics and problem-solving skills that are necessary or missing for the task being tackled.

These can be introduced in a number of ways, depending on the skills and experience of the students. This could happen through:

• whole-class activities and explanations prior to or during the investigation as questions arise from the students' work;
• small group activities based on explanations, worksheets, or tasks provided by the teacher; and,
• individual skills and practice sessions, including worksheets and extracts from textbooks, computers, and the internet.