Butwe can becomerivers, instead: moving,growing and helpingallthosealongourway. <br />Whenwestrivetohelpourstudents, wechangeinside, webecome<br />better<br />
However, a highdegree of responsibilityisrequired so thatwe do not<br />orourownlives<br />affectotherpeople’slives<br />
TOSUMMARISE<br /><ul><li>We have developed capacities to grow and help others grow: we are empowered and we empower.
Though there are some restrictions, we are agents of change. However, these restrictions provide us with the drive to move forward because we have to think of alternatives.
We have to make responsible decisions because they have a deep effect on learners’ lives and on society as a whole.
We have to be careful of our own accountability and reliability as teachers and as members of society and the best way is to engage in career-long learning.
As a consequence of the previous aspect, we actually become role models of autonomy for our students.</li></li></ul><li>REFERENCES<br />Smith, R. (2003). Teacher education for teacher-learner autonomy. Retrieved on August 21, 2009 from http://www.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf.<br />Vieira, F. (2007). Teacher autonomy: why should we care? Independence, 40, 20-28. Retrieved on August 21, 2009 from www.learnerautonomy.org/Vieira2007.pdf.<br />