Pptls_Assignment_1

Level 3 award in preparing to teach in the lifelong learning sector (7303) Q1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The main role of the teacher is to ensure the lesson’s aims and objectives are met through ensuring a high quality, positive, organised and flexible learning environment.   This will create a safe environment, fostering trust and mutual respect between learners and the tutor. The teacher will assess the needs of the individual as well as the group using a range of different approaches and resources to meet these needs. This will include structured instructions that allow for different levels of progression, the use of different items of equipment.  They will be aware of the rights of learners to attend and participate in their chosen course regardless of their gender, race, religion etc also known as equal rights.  It is extremely important to value he differences within individuals (diversity) There are five key stages to the training cycle, the first of which is identifying needs. It is important that you identify the needs of your learners so you can design the course to reflect differences of individual learners. Although this is usually described as the first stage in the teaching/training cycle it is a process that may have to wait until you meet your learners for the first time and usually should be a continuing requirement throughout the progress of students. Some companies conduct interviews initially to identify the needs of a learner. Learners needs can be separated into 5 different groups such as social, physical, intellect, culture and emotion and all of theses need to be considered. With all stages of the cycle come boundaries. Learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. Learners have a right to expect that personal information is kept confidentially and not discussed with others, unless permission has been given to do so or there are concerns for vulnerable adults. The next stage is the planning and design of your course. It is imperative that the course meets the needs of the majority of learners and course requirements. It is the responsibility of the teacher to write the syllabus for the course while ensuring that the learning outcomes, aims and objectives for the course are covered in an appropriate way e.g. length of time allocated to each outcome, order in which outcomes are planned; possible delivery strategies; resources and assessment methods. There does have to be flexibility for people joining the course late and also room for adaptation for disability etc. their course planning and designing, tutors have to be aware of the requirements of the awarding body, their own organisation and legal obligations (such as health and safety). Courses have to be planned so all the learning outcomes are met in the time allowed Third in line comes the delivery of the session. Each session should have clear aims and realistic objectives. They should also consist of plenty of variation to suit different learning styles. Sessions or tasks should have an introduction, a main content and a conclusion, which will promote learning and consolidate new skills or knowledge. eachers must act in a professional manner throughout their teaching sessions. They should dress appropriately - an ‘appropriate’ style of clothes will differ according to the subject or curriculum area – and behave and communicate in an acceptable way (language which is discriminatory, judgemental or offensive should always be avoided – remember cultural differences). Teachers must keep a professional distance and not become too friendly with their learners although a teacher/student relationship should always be based on mutual trust and respect During their sessions, teachers should support their learners and assess their skills and knowledge through a range of formative assessment tasks. Teachers are responsible to keep their learners safe both physically and emotionally. They need to assess the safety of classroom activities and ensure that none of their learners are being harassed or discriminated against by themselves, the organisation or other learners. It is the responsibility of the teacher to ensure that learner achievement and progression is checked throughout the learning process and at the end of the course .The assessment methods have to be fair, reliable and valid and linked to the planned activity tasks. Tutors must also give clear feedback to learners.  Teachers should not set assessment tasks which do not link directly to the learning objectives. Last but no means least it is crucial that a tutor constantly reviews the effectiveness of the course through evaluation.  A tutor should complete a lesson evaluation after each session; this should include strengths of the session, areas for development and improvements for future delivery. Learners could also be asked to reflect on the success of the sessions; this could be done verbally, through a form or by an activity. eachers should be aware of learner feedback but any changes to the course content or delivery should only be made if they are in accordance with awarding body or organisational policy and will benefit the majority of learners 28/09/11 Travis Morgan