Review_What_Your_Role,_Responsibilities_and_Boundaries_Would_Be_as_a_Teacher_in_Terms_of_the_Teaching_Training_Cycle

Review what your Role, Responsibilities and Boundaries would be as a teacher in terms of the Teaching/Training Cycle The Teaching/Training Cycle can be separated into five or six key stages: identifying needs, planning/designing the course, assessing what learners have learned, evaluating the course and returning to identify the needs of the group. The role of the teacher early on, when identifying the needs of the group, is to dispel tension or any anxiety the learners might have. The best way to do this is with an ice-breaker exercise, such as encouraging the learners to introduce themselves to the group. One ice-breaker session might not be enough but there should probably be no more than two. Hopefully the ice-breaker encourages the learners to participate in open discussion (with teacher and peers) about any extra needs they might have, ranging from extra needs they might have, ranging from extra academic help (due to ADHD or other conditions) to what the group feel they need from the faculty in terms of the room and equipment. Ann Gravells states that “Icebreakers also help retain attention, keep motivation high and help the group to work together.” Gravells (2008:41) Performing the role of mediator in this discussion gives the tutor a good insight into the needs of the group and provides an opportunity to be inclusive - the teacher can promote equality by taking the different learners’ learning styles/personalities into account when designing the course. In terms of responsibilities and boundaries, the teacher must decide on what ‘tone’ to use according to how the ice-breaker went. Providing an induction - contact details and information about the faculty/course (location of toilets/fire escapes/disabled facilities) - must fall under responsibilities, as should explaining to the learners about the issues of CRB checks if needed. Establishing trust with the group is important early on, but a teacher must also make sure not to break the boundary of confidentiality. When designing the course, the teacher’s role is to tailor their resources to the needs identified previously during the ice-breaker. This means building the framework of the course according to the learning plan specific to that particular group. Learners should also be informed of the style/scale of learning plan so they can get a feel for a timeline, and what to expect. Responsibilities involve gathering all available resources (having photocopies/textbooks/documents available and ready for first session etc) and explaining the content and duration of the syllabus to the learners. They also need to know how they’ll be assessed and how they can access extra support (one-to-one or referral to outside organisations). In terms of boundaries, it’s best not to go into too much scrutiny at this early stage with the learners regarding the exact challenges they will face - keep it simple and flexible. Being sure not to bombard learners with information or handouts is probably the crucial boundary to keep in mind. To deliver the course, the teacher must lead from the front. This means being confident enough to fill the role of being the learners’ main guide or navigator during the course; communicating clearly and having a big presence are very important. For responsibilities, the teacher must of course always remind the learners of official standards (such as Health and Safety Procedures and risk assessments) during the course, in terms of the working environment and the equipment. In the background to this, the teacher has a responsibility to be aware of each student’s individual progress and ability, and must have a keen eye to pick up on any difficulties or problems that might be going on behind the scenes. Being a master of their chosen subject is of course a responsibility that all teachers must have, to gain the learner’s respect and trust when they ask questions. The other main responsibilities are to maintain discipline during the course so effective learning can happen without interruption, to keep attendance and learning records, to prepare delivery material/mark the assessments and to refer individuals to other people or agencies when necessary (e.g. ESOL) A teacher’s boundaries at this stage revolve around keeping to the established timescale and keeping professional distance (as a learner may not respect the role of the teacher if the relationship between them is too friendly). During assessment times, the teacher’s role is to explain how learners will be assessed, and offer support to individuals or the group as a whole regarding subjects/topics they feel they are weak on. Talking to the group en masse and encouraging them to discuss anxieties about particular areas of the course/assessment will hopefully lead to constructive support sessions where difficult areas are re-visited. The teacher then has the following responsibilities: to monitor individual progress before the assessment, to gauge the test to the level of the group and to be thorough with the feedback afterwards. Boundaries would include ensuring that learners are not put on the spot during feedback and are not discouraged. This means being constructive and not destructive with the feedback; using the ‘red pen’ method of simply correcting the learner’s mistakes will make the learner uncomfortable and unconfident, whereas a more dedicated approach of showing the learner where and why they went wrong (and how they can improve) would yield more positive results. The learner would not feel alienated by the difficulty of the task if inclusive feedback were provided. However a teacher must also be careful not to give too much support to any one learner for fear of isolating the others regardless of the range of assessment results. Evaluating the course should be done with the learners as an inclusive exercise. The teacher’s role is to give general feedback in a group sense, and to offer advice on what the learners can do next (in their continual professional development). Encouraging the group to offer their opinions on the assessment method can instigate this discussion. Basic responsibilities involve providing learners with a feedback questionnaire about the course and performing a self-evaluation, but the practice of supporting learners who didn’t perform on a one-to-one basis should also fall under responsibilities. The important boundary to remember is to not show any favouritism when evaluating the course - each individual needs to have their opinion voiced regardless of performance. By the same token, the teacher must remember not to over-congratulate or over-criticise. Bibliography Daines JW et al (2006) Adult Learning, Adult Teaching, 4th Edition, Cardiff: Welsh Academic Press Gravells A, Simpson S (2008) Planning and Enabling Learning in the Lifelong Learning Sector, Exeter: Learning Matters Minton D (2005) Teaching Skills in Further and Adult Education, 3rd edition, Andover: Thomson Learning Reece I, Walker S (2007) Teaching, Training and Learning, 6th edition, Houghton-le-Spring: Business Education Publishers Knowles MS et al (2005) The Adult Learner: the definitive classic in adult education and human resource development, Butterworth-Heinemann Oxford Elsevier Kolb DA (1984) Experimental Learning: Experience as the Source of Learning and Development, New Jersey: Prentice-Hall Gravells A (2008) Preparing to Teach in the Lifelong Learning Sector, Exeter: Learning Matters Websites: www.peterhoney.com www.maslow.com coe.ohio-state.edu/btuckman