Role,_Responsibilities_&_Boundaries_Within_the_Teaching_Training_Cycle

Role, Responsibilities & Boundaries within the Teaching/Training Cycle Introduction The Teaching/Training Cycle is a framework which ensures a continuous learning environment; both for the learner and for the teacher. It can be seen as a continuous cycle comprising; Identifying Needs, Designing, Facilitating, Assessing and Evaluating. I will link the discussion to my subject of Reiki. The first part is the identification of needs, that is; the needs of the students in terms of learning styles, previous learning experience, any special needs which may require equipment or adjustment to course materials and the learning environment itself e.g. seating, lighting, health issues, safety issues and fire procedures. Some learners may have needs that exceed what the teacher can offer; it is the teacher’s role to recognise their own boundaries and refer the student elsewhere. This could be, for example, to address numeracy or literacy needs. In teaching Reiki, it is important to provide an environment that enhances the experience. This would include comfortable seating (conventional chairs and floor cushions), a central table, massage tables, books to browse and refreshments. In gauging learner’s previous experience, I would design a pre-course questionnaire asking if people had previously tried meditation and yogic breathing exercises, any experience of Reiki and any personal issues they may wish to share e.g. seating needs. Stage two is Planning and Design; pre-course information gathered is used to produce an outline lesson plan which may include handouts, PowerPoint presentations and other materials. It should also include initial opportunities for introductions and ice-breaking activities. I will be teaching the Traditional Usui form of Reiki which has a prescribed syllabus which includes the history, Chakras, meditations, Attunements and opportunities to practice. In terms of materials, the teacher must produce their own set of manuals which are individual to the teacher. Next comes Delivery/Facilitation. Being mindful of the group‘s likely mixture of preferred learning styles (e.g. visual, aural and kinaesthetic), the teacher should strive to offer a variety of styles, in order to engage the whole group. Above all, the learners should feel involved and be encouraged to take responsibility for their own learning. Reiki is taught well in a flexible and responsive environment, it is a mixture of information delivery and practice, the manual provides a core set of information throughout the lessons and a reference for the future. Assessment is the next cycle stage; It is important to enable the leaner to receive ongoing feedback on their progress which would feed into the Evaluation part of the cycle where recording methods are used that can inform adjustments to content and style. In Reiki it is traditional to regard the manual as an evolving entity. My manual is a ring binder with the content printed at the time for each group. I would also use an evaluation sheet to gather information at the end of the course. Conclusion The role of the teacher includes a commitment to the subject in terms of current knowledge and continuous profession development as well as an ongoing self-assessment of their own delivery style, course materials and content. Membership of the Institute for Learning provides support, clarity and the Code of Conduct for professional practice. The teacher’s role is to be responsible for providing a friendly and inclusive environment which is physically safe, conducive to progressive learning, stimulating and promotes the aspirations of the Lifelong Learning Sector. Word count; 550 Bibliography Gravells A Preparing to Teach in the Lifelong Learning Sector 2008 Learning Matters. Stein D Essential Reiki Teaching Manual 2007 Crossings Press. .