Describe_What_Your_Role,_Responsibilities_and_Boundaries_Would_Be_as_a_Teacher_in_Terms_of_the_Teaching_Training_Cycle

Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teaching/training cycle requires the following action to be taken in order: Identifying a need Professional qualifications are usually offered because there is a need for a workforce who have those qualifications. The fact that a course is being run is as a response to the College identifying a need and deciding to meet that need. However, each individual student may also have learning needs which must be identified and met. In order to identify the tutor should ensure that each student submit to an initial assessment of their literacy and numeracy skills in order to identify areas which may need improvement. Students should also be asked to disclose any known barriers to learning or learner needs eg. Poor vision, hearing difficulties, dyspraxia, dyslexia or financial difficulties. The tutor should then assess whether there are any steps that they can take to assist the learner or whether it is more appropriate to refer the student to learner support. Planning and designing a course Where a course will result in a professional qualification it is usual for the examining board to produce a core syllabus which details the knowledge that students are expected to have at the conclusion of the course. The tutor must then prepare a scheme of work providing for the syllabus to be delivered over the timetabled period, and devise sessions plans for each of the sessions. Each session plan must have an aim, met by the completion objectives, these are devised by the tutor having regard to the syllabus, what the student needs to know and how the tutor intends to facilitate the learning of that knowledge. The tutor must also design and produce learning aids and activities including Powerpoint presentations, handouts, videos, quizzes and activities varying the learning style approach to ensure that all learning styles are being catered for and diversity and equality procedures are complied with. The teaching aids must be appropriate to the level of the individual learners and the tutor should have a contingency plan in case an activity does not take as long as planned. Delivery of course material The tutor is not only responsible for communicating the syllabus to the students but also for class control and ensuring that the lesson is kept on track, being alert to bullying and addressing any inappropriate behaviour. The tutor must be professional at all times whilst remaining approachable to students, and recognising the boundaries of the student/tutor relationship, referring a student to pastoral care where appropriate to ensure that students do not become dependent upon them. The tutor must also ensure that a suitable learning environment is provided by attending early to ensure that the room is set up appropriately and all resources are ready and working. The tutor also needs to keep their own subject knowledge up-to-date and respond to changes in the syllabus ensuring that all content delivered is accurate. The tutor should also inspire the students and work to motivate and encourage them to achieve. Assessment Tutors must also maintain records of student attendance, progress and achievement regularly monitoring and reviewing the progress of students. The tutor will assess each students individual progress through a variety of means including tests, quizzes, observation of their contribution to class discussions and checking their understanding with question and answer sessions. Where appropriate an individual learning plan can be created for each student. Evaluation It is very important that at the conclusion of the teaching/training cycle evaluation takes place. This is not just at the conclusion of the course, but at the end of each teaching session when the tutor must reflect on the session and consider: Were the aims and objectives of the session met' Did the students enjoy the session' Did learning take place' Which exercises and activities worked well, and which ones did not' It is important to provide time for learner feedback as well as tutor self-reflection, and for the tutor to learn from the conclusion of the evaluation when planning future courses or sessions.