Describe_What_Your_Role,_Responsibilities_and_Boundaries_as_a_Teacher_Are_in_Terms_of_the_Teaching_Training_Cycle

Describe what your Role, Responsibilities and Boundaries as a Teacher are in Terms of the Teaching/Training Cycle The teacher/training cycle is a linked five stage process. These are 1. Identifying needs (of the learner) 2. Planning and designing (of sessions/lessons) 3. Delivering (sessions/lessons) 4. Assessing (sessions/lessons and learners) 5. Evaluating (sessions/lessons and learners) I must be certain of my role, responsibilities and boundaries within these stages to be an effective trainer. My experiences and knowledge will help me in knowing these, as well as making the learning process easier for my learners. Identifying Needs The first thing that I must take into consideration is the welfare of both myself and the learners. This is done by the company’s implementation and compliance of the Health & Safety at Work Act 1974. When I first meet a potential learner, it is usually at an initial interview. Here I will be able to assess the physical needs of a learner – such as wheelchair access. I can also, through the use of open questioning, establish the motivation of the learner. This may be that they have left schooling with no qualifications and wish to gain some in order to enter the employment of their choice. Continuing this style of questioning, I will endeavour to find out previous experiences, both good and bad, which may affect their individual requirements. During the interview process, the interviewee will take an initial literacy and numeracy assessment. This is a useful tool in identifying the starting levels for each discipline. Once these are completed and marked, the company needs should be considered. These are · Can the company accommodate the interviewee' · Is there a vacancy on their chosen course' · Are the literacy and numeracy levels of a level suitable for the chosen course' · Are there any issues that the interviewee has which may hamper the learning process' With the age group that I work with (16-19), I will also receive a referral form from the Connexions Service. This will give me additional information about the learner, such as schooling. If I take all this into consideration, then not only will I be more effective in my role, but the learning experience for my learners will be enjoyable and targeted for them. Planning and Designing I will consider the ability levels and the learning styles of the students when I am starting to plan and design lessons. I must decide what the aims and objectives of the lesson or sessions. Once I have done this, I must create achievable learning outcomes. These are important, as the learner will have a clear understanding of what is expected of them. I must then gather the relevant subject materials, using as many sources as feasible, in order to create a balanced lesson, which must also cater for mixed ability groups. These could be from the internet, books, audio, colleagues or computer media. A lesson plan is drawn up to include information such as location, content, outcomes, resources required within the classroom and the timings for the lesson. When creating the lesson plan, I should also consider the needs of the learners with regards to learning styles, so I can incorporate visual, audio and kinaesthetic elements. Hearing and vision impairments of individual learners can also put into the plan, so I can arrange seating as appropriate. Delivering The comfort of all within the classroom is the first concern. Making sure that the temperature is right, the lighting is correct and that there is enough seating is something that I will do when setting up for a lesson. Letting the learners choose where they sit and who they sit with is a factor that I watch carefully. Sometimes there may be a difficulty between two learners so I may have to step in and decide the seating positions. If the learners are comfortable in the classroom, then it works in making for a pleasant learning environment. To maintain this, I will be as friendly as I can, while keeping a professional manner. The lesson must be pitched at a level that is correct for all. This can be gauged by an initial question to the learners to see what they know about the subject. Lesson delivery is made easier by keeping control of any situations that may arise, good knowledge of the subject and allowing the learners to be able to ask questions to clarify any areas in which they may be unsure. Assess and Evaluate Both learners and teachers/trainers should be involved in the assessment and evaluation process. Learners should complete an evaluation form, either named or anonymous, for the lesson. This will allow me to know if I can improve the lesson as a whole, any part of the lesson or my delivery. Any modifications can then be made and implemented the next time I deliver that particular lesson. I will also do a self-evaluation, so I can make any improvements personally. Learners need to be assessed to make sure that they have understood my teaching. This can be done by a practical assessment (if applicable), a written assignment or by a question and answer session. If a test is being taken by the learner, then a printout of the result (if taken on a computer) or a copy of the test paper is put into the learner’s file for future assessment. Other methods of evaluation of lessons could be video, but this may need consent forms to be completed dependant on the age of the learners, and an audio recorder in the room. These could be then played back by the teacher/trainer and provide themselves with a way of self-evaluation. Setting Boundaries Perhaps the most important part of any classroom session is to set boundaries for the learners. Without these, then the whole session can be ruined. Within a 22 week teaching program, these can be set during the induction session. Generally I will get the learners to come up with some of the more common classroom boundaries. These will tend to be · Switch off mobile phones · Turn up on time · No smoking or eating during training sessions · Respect other’s opinions · All work is the learner’s responsibility · Show respect for all staff members and other learners Along with these, I will let them know of some other boundaries that they should abide by. These would be · If they have an issue, they should bring it to my attention, not sort it amongst themselves · The use of drugs or alcohol whilst on the premises is strictly forbidden · Anyone turning up under the influence of drugs or alcohol will be sent home · Racist behaviour will not be tolerated – either in actions or words · Music, if allowed during the teaching sessions, should be from one source only. During the induction process, most company policies are explained to the learners, such as Health and Safety, the Complaints procedure and Equal Opportunities. The advantage of letting the learners help to set the boundaries is that they are more likely to stick to them, whereas having these enforced by either myself or the company the learners see them as a challenge to try to break them