Review_What_Your_Role,_Responsibilties_and_Boundaries_as_a_Teacher_Would_Be_in_Terms_of_Teaching__Training_Cycle.

REVIEW WHAT YOUR ROLE, RESPONSIBILTIES AND BOUNDARIES AS A TEACHER WOULD BE IN TERMS OF TEACHING/ TRAINING CYCLE. A teacher is to educate students to achieve standards set by awarding bodies in order to gain qualifications e.g. GCSE, A levels, NVQ and Degrees. The role of a teacher may consist of designing programmes of study, planning and preparing classes, developing interesting ways of delivering learning, marking of work, giving feedback on outcomes, keeping records, monitoring progress of learners, acting within professional codes, contributing to the administration of the programme, contributing to quality assurance requirements, acting as a role model and pastoral care. Teachers are charged with ensuring learners gain their qualifications in a manner which is favorable to their own learning styles and those of the awarding body. There are a number of laws, directives and codes of practice that teachers have to be aware of and implement in their role. The main acts which govern this procession are Health and Safety at Work act 1974, Disability Discrimination Act 1995, Data protection and Equal opportunities. The teacher has the responsibility to prepare lesson plans, making sure they are meaningful, have clear aims and objectives for each session. It is important to be a good communicator, be able to identify different learning styles and be able to accommodate them and to encourage debate within the classroom. It is important for a teacher to keep the following records registers, training and assessment plans and individual learning plans. Teachers need to be able to adapt lesson plans to meet individual needs, not all students come to achieve qualifications. Students want to learn new skills to help with their employment or to simply cope with the changing world. As a teacher it is my responsility to know my professional boundaries within the work and not to overstep these. As a teacher, my Roles, responsibilities and boundaries are key parts to my teaching role, as an educator which are used within the assessment frame in the teacher/trainer cycle and therefore this will fall into the following five categories which make up of key elements of the teaching cycle:- Identifying needs/ planning, Designing and Planning Facilitating, Assessing Evaluating. Identifying needs and planning. It is important to remember that learners have individual needs and respond positively to different learning styles. Therefore I must know how to assess the needs of students. This can be achieved by using Marlow’s Hierarchy of needs: Self–Actualisation, Esteem Needs, Social Needs, Safety Needs, Physiological Needs Subsequently I can then agree individual goals with the student. This will enable me to decide which techniques of teaching and learning could successfully be applied to my class. I must consider the learning environment, ensuring that students are safe and have clear ground rules and boundaries, ensuring appropriate behavior and respect for others. (Gravells, 2010). According to Maslow’s theory, if such needs are not satisfied one’s motivation will arise to satisfy them. If motivation is driven by the existence of unsatisfied needs then it is important for me as a teacher to understand which needs are more important for individual learners. I would to do this by setting up initial assessment. Completion of pre-course questionnaire. Enrolment/information sheet. It is important for me to get to know, why my learners, (a) choose to be on the course' (b) What do they want to achieve'(c) What skills do they have'. I will identify their special needs. I will have some background information of the learners that I can use to plan my session to meet their needs. My main role as a teacher is to facilitate the inclusion and communication of all students that will encourage them to enter into a wider debate surrounding the subject area they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. My responsibility as teacher after identifying the needs at the start of the course I will then try to build an effective learning group. This can be achieved by me as the tutor using ice breakers at the beginning of the course this can ensure that the learners feel included and safe in the group. As a teacher it is my responsibility to structure the session to include everyone, so that no one feels isolated. As a tutor I would motivate the group to work together, for example, by including pair work and group work discussions. In the middle of the lesson I could use question and answer games that would remind the learners of the content of the lesson and at the end of the lesson I would encourage the learners to recap on what they have learnt by taking part as a group in a quiz (City and Guilds, 2010). I would treat every one equally and will not discriminate. I would try and maintain positive body language and eye contact, try to have a private moment with each one if possible, bearing in mind that I need to remain professional at all times. I would make sure the sitting arrangements are comfortable; avoid putting barriers between me and the students. Speak clearly so that everyone in class can understand me and avoid using jargon. I would use good visual aid. Make sure I arrive at least 30 minutes early to set up equipments and check the class arrangements. Also check equipments before use. I would ensure I keep to time, start on time and finished on time. I could set up a coffee break for the learners, promoting them to socialize outside of the group. One or two of the learners in the group may at the beginning of the course be petered by speaking in front of the rest of the learners. Group work could be achieved by me as the tutor dividing the learners into different groups I would let them be aware of ground rules before I start, for example health and safety, equal opportunities, no disruption in the class or harassment. DESIGN/PLANNING This part has to be systematic and consistent. This can be achieved by having set aims and objectives. I would decide what learning method is best suited to the student/class. Use of visual aids (flip charts, power point), discussions or involvement by participation (kinesthetic). I would ensure that the content takes the student through from simple to complex learning. Build in assessments. This will allow me to check and monitor progress of delivery but also allow a check of knowledge. As a result a lesson plan I can refer to when teaching would be formulated. I would also allow the design/plan to fit within the allocated time. I would include different learning styles, considering that people learn in different ways. FACILITATING / DELIVERY Learners are most important resource without them there would be no programme. Delivering a session and managing the class is putting what I have on paper into practice. I must make sure that the lesson plan is carried out and that the class has opportunity to practice and use the teaching point through practice in pairs or whichever method is chosen. I must check to see if the learners have understood, give encouragement and give opportunity for learner feedback. Students should understand how the subject can be related to and used in their workplace, social life or world at large ASSESSING As I go through the cycle as a teacher I will need to assess the learners. “Assessment is the current measurement of the current level of the skills knowledge and attitude of a participant”. As a teacher I must choose assessment activities that show reliably to the level of learner comprehension, usage and progress. I would monitor the assessments and accurately record them. I will also give learners the opportunity to use self assessment and peer assessment. EVALUATING “Evaluation is the means by which the value and Quality of the education provision can be shown”. As a teacher I need to evaluate myself after each session because I need to know:- If the course was successful If the aim and objectives of the course were met How could it be improved' I would be involved with quality procedures and evaluation Reference: Gravells 2010 preparing to teach the life long learning sector (City and Guilds, 2010). “Maslow’s Hierarchy of Needs” Dictionary Reference.com.