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00:00Perfect, then welcome to module, no, part 4 of this short course.
00:17Let's wrap up this discussion, let's put the cherry on top just to talk about
00:24leadership in educational fields, in more academic matters, but we will realize that
00:30It is nothing more than an invitation, perhaps from everyday life as well, and in this sense of leadership.
00:37in all areas. Let's also briefly review what we've discussed, let's remember,
00:41We have talked about what pedagogy is, what leadership is, the importance of the combination
00:46of these two to generate meaningful learning, which in turn are
00:53to provide context and apply them. For this, it is necessary to know the context of the person.
00:58It explains it, the context of the one who receives it, this understanding of the other will make this really
01:04It can be carried out and will allow us to develop. We have also discussed the characteristics
01:08that great leaders and great teachers have, and now we're going to see how we apply it
01:13all of this within the educational sphere.
01:15There are five dimensions of leadership, leadership in student learning, basically
01:23Let's say, in terms more commonly used by university students, what are we looking for? We look for, first of all...
01:32The teacher should set goals and expectations, okay? The teacher is looking for opportunities; we need to introduce the student to them.
01:41That's where we need to get to, and in this way we can start generating expectations.
01:47In order for these goals and expectations to be achieved, it is necessary to obtain the resources.
01:52These resources can be strategies, teaching resources, different forms and models in which
01:58so that we can make progress toward achieving these expectations. This also requires
02:04of planning, coordination, and evaluation of teaching and curriculum,
02:09The curriculum is the framework of subjects that make up a learning process, and it is also necessary
02:16Consider it. The promotion of and participation in learning and development.
02:23As we were saying, we are no longer just talking about a teaching process, but rather a process
02:28of teaching and learning, and that is through participation, that is, through communication
02:34constant and reciprocal. And we have to do this, all these dimensions, because we have to do them through
02:42of an orderly and supportive environment. The environment, that is, what surrounds the classroom, also has
02:50It should be an environment that invites you to learn, an environment that makes you feel comfortable.
02:57Let's remember that the emotional aspect, making the student feel comfortable and loved, is also important.
03:06for this learning to be achieved. These five dimensions of leadership in learning,
03:14In 2009, Robinson conducted a small study and wanted to determine the extent of the impact or what its effect was.
03:22The one that had the greatest impact on a person's development, on learning itself. And they are very interesting.
03:30the results it obtains. We can see that of the five dimensions we already discussed,
03:37The most important thing is to promote and participate in the learning and professional development of teachers.
03:44In other words, having a capable teacher, a teacher who is involved in the development process, that is to say,
03:53The teacher cannot feel as a complete being. The teacher who is immersed in a process
04:01Continuous development is the most important factor for the development of others. So, right now what
04:10What we are doing with this short course is precisely to be part of that development that you yourselves
04:17As future leaders or as future educators in charge of a group, they are becoming part of
04:24of this teacher development. There are also different models. In this case, I will take as an example
04:35The Monterrey Technological Model. Here it says, they asked themselves a question, what should a teacher be like?
04:43What should a teacher be like? What should a leader be like? And this was answered. It says that the teacher should be
04:50Inspiring. Who says a teacher is inspiring? Obviously, they inspire. But what does that mean?
04:57What does it mean to inspire? The teacher should have the following characteristics. The teacher should be
05:03interested in the student. That is, they have to see the other person and be interested in them. Just like a parent is with a child.
05:13That's how the teacher should see it. They should be interested and challenging. The teacher should be challenging, set challenges,
05:22to set obstacles that he knows the student is capable of overcoming and through these challenges to develop
05:29their potential. The inspiring professor is distinguished as an academic and is a leader in the discipline.
05:38who teaches. As we've already mentioned, she's a person who prepares herself. She's a person
05:44who is constantly learning and who, let's say, has the newest knowledge and who is
05:53constantly preparing for it. He is a person, the inspiring teacher is a person who participates in
06:00He is active and formal in his professional environment and has a close relationship with the students. He is a good
06:06For example, and seeks to leave a mark. To leave a mark, it's not enough to know a lot, or rather, it's not even that.
06:16It's necessary to know a lot. The teacher who leaves a lasting impression is the one who understands the student, who understands the other as
06:24person. And through this person connection, through this interest you have in the other as a person
06:32For it to develop, it will be possible to leave a mark. This is also developed through some
06:41characteristics where this inspiring teacher is the pillar of this model and who also has to
06:50To provide the following. It says, the characteristics that distinguish the best teaching practices are the
06:55that create a natural learning environment. What is a natural learning environment? Very simple. It is a
07:00An environment where concepts and theories have meaning. How? Meaning through context. That is to say,
07:07This natural learning environment is achieved through meaningful learning. He seeks to captivate the
07:16student attention. That is, you have to be very didactic, very dynamic, very engaging when you are
07:24presenting one of the classes. It also seeks the students' commitment to their experience of
07:29Learning, helping to learn outside the classroom. Obviously, if these concepts and theories that
07:38We are proposing, we are inviting that they be learned, we are contextualizing them,
07:45So let's imagine all the development we're having, since the classroom is only
07:51It served as the place where we left the seed, but it is through the context where it will develop
07:59This learning. Teaching students how to handle information, obviously in the different
08:04contexts and create diverse learning experiences. If each student has a different context,
08:10Let's imagine the richness of this contextualized learning.
08:14It was also in a survey, unfortunately I don't have it here, I don't remember the source, unfortunately, I'll be able to share it later.
08:25share, but a study was done that outlined the main characteristics that a good
08:36A teacher, a good leader, a good leader in the classroom. And the characteristics—this was done with students.
08:43University students were asked directly what elements made or formed a good teacher
08:53And this is what they were able to share with us. They said, "A good teacher is willing to help." Notice how he is precisely...
09:01The role of the leader. The leader is there to help, not to dictate; no, they are there to help others, to extend their hand.
09:09and encourage you to improve yourself. A good teacher obviously has a good knowledge of their subject and explains things clearly.
09:19Understandable and clear, conveying emotion. We return to the affective side. We are emotional beings. Human beings are beings
09:30emotional. So, we have to convey the enjoyment we're making. We have to invite the other person to
09:37live with us, so that he may also be nourished by this taste and develop a taste for what we are giving him.
09:45They said, "A good teacher is fluent in different languages." But you know, more than a language, I think it's...
09:56This context. A good teacher is able to contextualize knowledge in different parts.
10:03And learning different languages helps us precisely to understand different cultures. Language gives us a
10:10Each language has a different way of thinking, and that helps with contextualization. The teacher is patient.
10:18He is modest, energetic, and consistent. We return to those characteristics of the great masters.
10:23Consistency. The great teacher promotes participation and practice. One must always encourage having a
10:34Feedback is important when giving a good class. And a good sense of humor is also part of the characteristics.
10:42that the students share. Teachers should make the class enjoyable, fun, and have a good sense of humor.
10:49This teaching and learning process should be enjoyable. In short, to summarize what we have basically covered
10:58Having discussed the foundations of leadership, we will conclude with positive leadership. We must practice kindness.
11:08We need to strengthen horizontal human relationships, we need to motivate clearly, and explain the purpose.
11:15Precisely this contextualization. Discussing positive emotions, as we just said, requires making the
11:22The student feels comfortable. And I'll close with a sentence, we'll close this course with a short sentence.
11:30He says, a leader is someone who knows the way, walks the path, and shows the way.
11:39That's what we, as leaders, have to do. We need to know what we're talking about.
11:46We must travel this path, and we must invite others to do so. So, thank you very much.
11:53I hope we were able to share something of value, and I'll see you around. Goodbye.