Describe_My_Role,_Resposibiltys_and_Boundries_Would_Be_as_a_Teacher_Trainer_Tutor_in_Terms_of_the_Teaching_Training_Cycle

Question 3: Describe what my role, responsibilities and boundaries would be as a teacher/trainer/tutor in terms of the teaching/training cycle. Firstly I would need to asses the learners needs and to find out what sort of level they are at within the chosen subject. It is extremely common to suffer from skill fade, where the student for whatever reason has let their skills diminish over time and have not carried out any continuation or upgrade training. So a much needed skill set boost could be given. This could be done in various ways; a pre course study pack could be issued, this would enable everyone that has enrolled on the course the opportunity to revise and remember information previously learnt and to start at the same level or near to. Another way could be to deliver a knowledge based assessment on the first day of a course to give the students and myself a clear picture of their knowledge base, and where their individual weaknesses lay. The next step to plan and prepare teaching and learning programmes would be dependent on the outcome of the assessment of a particular student, this would only really work if teaching individuals, however if teaching groups this method would obviously not work and it would have to be tailored to meet the needs of the whole group and aimed at the least academic. This would enable me to build up the whole group from a certain point and hopefully give the information needed to finish at roughly the same level. This would let me use and develop a range of teaching techniques, although this would be dependent on the lessons being taught. It would be of no use trying to teach a practical lesson by just using PowerPoint and explaining how to do something. It would need demonstrating and giving the students the opportunity to practise. I would use a method called EDIP; I have used this for many years in the Army, and have developed it to my needs extremely well. The E stands for explain, I would explain how to do something for the whole group, the D stands for demonstrate this is where I would actually carry out the action or task that I was teaching. The I stand for Imitate; I would encourage the group to carry out the task while I carry out the task. And finally the P stands for practice, and this is the time for the class to practice the task and for me to give direction. During the course I would have to manage the learning process, this could be achieved by simple homework assignments and giving the students feedback on that work, and also providing the learners with support by conducting revising periods and the chance to have one to one chats to discuss their progress and where if any, the problems areas are, and what to do to rectify them. To asses the outcomes and what the learners have achieved could be monitored and tested throughout the course with a series of Formative and Summative tests. This would ensure that everyone in the group is at a certain level at a certain point in the course. This would not only give me as the instructor a good insight into the strong and weak points of a students knowledge base, but it would also make the students aware of what aspects they need to improve on for the final test of the course. It is difficult to judge oneself and especially judging one’s own performance. This would be dependent on the individual teacher/Instructor. There are several methods that I have been involved in when it comes to evaluation, the obvious being another instructor sits in on a lesson you are conducting and provides feed back at the end. This is possibly the best idea; however, no one likes to hear they may not be as good as they believe they are. Personally I evaluate myself on the standards of the students that attend my course. How many passed the course, what sort of standards are they achieving, and most importantly if someone has failed, why they have failed. It is from these questions that enable me to move on to the next course with a better understanding of what I must do as an instructor to evolve and improve my future practices. We all have professional requirements to meet, in ourselves by the way we deliver a course or subject and also to the governing body who establish the CAP (Course Assessment Plan). It is safe to say that these governing bodies are primarily interested in numbers, numbers attending, numbers passed etc, and rightly so as this is their remit. This is not our interest as instructors, ours is to deliver good sound knowledge in a professional manner, so that the student can reach there own professional requirement