Review_Your_Role,_Responsibilities_and_Boundaries_as_a_Teacher_in_Terms_of_the_Teaching_Training_Cycle.

Review your role, responsibilities and boundaries as a teacher in terms of the teaching /training cycle. My role and responsibilities as a teacher are to ensure that the aims and learning outcomes are achieved by my learners. The five processes in the teaching cycle are Identifying needs, Planning/Designing, Facilitating, Assessing and Evaluating. “Teaching and learning should be a structured process, teaching will follow a cycle and the teacher make use of this to ensure achievement” (Wilson, 2009, pg 15). I make it a point of duty to firstly have an induction session as a way of introduction of the course. I obtain necessary information which will help to identify the learning needs and respond quickly to any difficulties encountered by individuals and a group of learners. This has helped me in providing personalised learning by offering support for those who require special educational needs or disability. Information is given to learners on location of fire exits, disabled facilities and toilets. Risk assessment is conducted and reviewed regularly to ensure that the learning environment is safe, secured and conducive to learners. Identifying the learners’ needs forms the basis for curriculum planning and provision of appropriate resources required to make learning effective. I plan and design the scheme of work, lesson plans as well as the use of appropriate teaching methods with flexibility in the planning to adapt to circumstance, which provides opportunities to sustain a successful leaning environment. ). I realised the importance of a good knowledge of the subject with the use of resource materials needed to enhance learning and also using appropriate teaching/ learning aids such as visual and audio aids as required for teaching. I help to reduce tension with an ice -breaker exercise such as raising a recent topic in the current affairs or any general topic that might be of interest to the learners, all learners are encouraged to participate in the discussion. “Icebreakers also help retain attention, keep motivation high and help the group to work together. (Ann Gravells, 2008, pg 41) As part of my effective practice, my role is that of facilitator of learning. I lead discussions by conducting dialogue, encouraging learners to prepare for the session and discuss with each other. Having a good insight into the needs of the group, I promote inclusive practice where all learners are valued as unique individuals and diversity is respected. As a teacher, I promote equality by taking the different learners’ learning styles/personalities into account when designing the course. I have a responsibility to ensure positive attitude to diversity and differences to enable all learners irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability have the opportunity to experience a challenging and enjoyable programme of learning. 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. (Gravells, 2008: pg41) I assess the students to ensure they have learned what I intended. There are two types of assessment; Formative assessment in which the emphasis is on-going assessment of different types used to judge how best pupils learn further. Summative assessment is the formal testing of what has been learned in order to produce marks or grades which may be used for reports of various types. Effective assessment method measures learners’ performance by checking that the learning outcomes have been achieved and the content has been covered. Results from both formative and summative assessments are analysed and reviewed regularly in order to evaluate whether individual assessment are performing reliably and validly, also whether minimum set standards are being achieved. Key characteristics of assessment for learning are: using effective questioning techniques, using marking and feedback strategies, sharing learning goals, peer and self-assessment. I make sure I know learners very well, why they make mistakes and make adjustment about next steps. I share learning intentions with them and build in review time in lessons. I also analyse learners’ performance in tests and adapt for future learning. I produce plans which show evidence of this and keep good records. Evaluation is a process involving ongoing activities aimed at gathering timely information to know the learners opinion about the quality of the course. It is a system of feedback in providing information to teacher, student and decision makers. I evaluate to assess if the curriculum is meeting the needs of learners, to identify successes and failures of the curriculum and how it could be made better the next time. I measure if stated learning objectives are realistic and relevant and whether they have been achieved. I ensure the learning resources have been identified as available, adequate, appropriate and available. In terms of setting boundaries, acceptable behaviour is decided and explained at the initial stage of the teaching cycle. Learners’ attendance is monitored and inquiries are made on regular absence or lateness to lesson. Learners having personal challenges affecting their behaviour or performance are advised to seek help at the appropriate quarters. I establish trust with the learners and act as teaching role model by making sure that set good examples and I do not break the rules.