Assignment: working in Multiple Capacities

Assignment: working in Multiple Capacities
Assignment: working in Multiple Capacities
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Assignment On Hypothetical Scenario: working in Multiple Capacities
The hypothetical scenario that I choose is the teacher- practitioner scenario. There are several issues I experience as a teacher-practitioner, but I strive to deal with all of them. I have numerous activities that include attending to all the students I teach to make sure that all of them prosper to reach their expectations. I am also the chair of the teachers association at the institution. Moreover, I have also been entrusted the role of dealing with student affairs and helping them overcome the challenges they face in school. I offer guidance where necessary to students who are troubled and therefore need helping them have smooth life in the institution for the betterment of their education qualities.
Because of the numerous roles that I have been allocated in the institution, sometimes I feel overburdened because of the vast challenges that come along. The most critical obstacle that is that I usually have limited time to deal with all the problems on most days. For instance, as a counselor to the student affairs department, I typically deal with many cases from different individuals’ hence making time the limiting factor to hampering quality service delivery. Moreover, I face a challenge from noncooperation from colleagues as the chair of the teachers association. Despite the problems, I am working on ways to deal with them to ensure that the roles I play work in capacity. I plan on working on my counseling skills to enable me to attend to many cases during the day for efficient service delivery. On the part of dealing with uncooperative colleagues, I am planning to come up with ways of creating a good relationship with all of them so that we can all work together for the betterment of the institution.
References
Szpunar, K. K. (2010). Episodic future thought: An emerging concept. Perspectives on Psychological Science, 5(2), 142-162.