Preparing_to_Teach_in_Th_Elifelong_Sector,_Assignment_T1

In this assignment I will describe the teaching and learning cycle giving a brief overview of each element to it. I will show some of the roles and responsibilities of a teacher and the boundaries which must be observed by a teacher/trainer. As hopefully will become clear, this is a complex and ofter overlapping set of conditions to try and work in. Wilson (2008) in her book stated that " The role and responsibility of a teacher is a complex one" (P4) The teaching cycle consists of Identifying needs - Plan - Implement - Assess - Evaluate IDENTIFYING NEEDS As a teacher we must have a solid understanding of the subject material that is being delivered. If we as teachers do not fully appreciate the subject how can we identify the needs of the student' We need to be aware of the course syllabus and the contents there in. Once there is a grasp of this we can deliver the appripriate material that the student requires. We must also have carried out background work on our students. To do this we can review previous learning and prior knowledge from school or college exam results and grades. In my current role we ask students at the induction block to complete an initial assessment and have a formal interview. From this we can ascertain if they have any learning needs to be addressed, or any personal issues that can be addressed to assist in their learning journey. As an example a condition that is very relevant and would enable the student to recieve help during the lesson time and exam procedure would be dyslexia. PLAN Once identification of the students needs is recognised we must plan how, when and why we are going to deliver the material. Without planning we will be percieved to be unsystematic to our students. Each and every lesson must have structure to it. What happens if we do not plan' The unexpected happens. If we do not stick to time scales, we get distracted, and then we end up not covering what we wanted to. We must ensure that there is a flow to the lessons. We must include araes into our lessons that follow the existing guideleines such as Safeguarding and Equality and Diversity. My current role dictates me to split my lesson time between atheory workbook and practical sessions. Without prior planning I could not spend too much time in the classroom delivering the theory side of the module leaving my students bereft of practical learning. It is the teachers responsibility to be a good timekeeper and be adaptable if planned timings go wrong. IMPLEMENT/DELIVER All the planning in the world will count for nothing if we do not deliver what we say we are going to deliver. There has to be a recognised structure to the lessons for the learner so they know what to expect and what is expected of them. At the start of each session I make the students aware of the aims and objectives. Implementation of plans for me is to ensure that if i am delivering a theory session then the resources that I am using are in the room, in a good stae of repair and ready for the students to explore. The 5 P's - Poor Preparation Promotes Poor Performance are to be avoided at every opportunity. To implement the lesson plan effectively we must be a good communicator. For me the most important part of communication is the ability to listen to the student. We must be able to read between the lines as there are times when a student is not direct in their questioning or answering. Think outside the box and encourage the student to do the same to a point they feel comfortable with, be prepared to help the student both learn and unlearn. Above all we need to have the ability to motivate and engage our students. In doing this we create an atmosphere for learning. ASSESS Assessment is a key tool for the teacher/trainer. Without ongoing assessment we cannot define where our students are in the learning process. We as teachers/trainers need to ensure that learning has taken place. In my role I constantly pose questions to my students enabling me to decide if they have understood. As well as my questioning, I will devise end of unit tests attached to it covering the lesson content. To complete the units my students musy carry out the 'end of week ' test which is a series of questions drawn from each module as a whole. These tests reinforce the proof that learning has taken place and that they are ready for the actual on-line tests or that more work is needed in particular areas. A useful by product of the pre exam testing is often a confidence boost when they have done well, and a feeling of relief to the students who do not fare as well because they have the ability to go over the work they have not understood so well, sometimes in a different way, to gain more knowledge and confidence. Petty (2004) state " In the right hands, assessment can inspire, motivate and provide the feedback which is essential for targeting prompt corrective help" (P 449) EVALUATE At the end of each lesson we must sit down and reflect on what has just taken place. What could we have done better' What went well' Be patient. How are we going to move forward from this point' A teacher/trainer needs to have tha ability to be objective as well as being honest with themselves. The role requires us to be critical of ourselves as well as our students. Evaluating correctly enables us to be better educators, addressing the areas that are weak, continuing where we are strong. If we do this right our students will recieve the best education we can give them. The role of evaluation is constant and ongoing. It could quite easilky sit right in the centre of the teacher/training cycle as it can be viewed as a constant and is equally relevant to every stage of the process as a unit in its own right. The teacher must be willing to learn as well as the student. Lee (1975) states " Time means a lot to me because you see I am also a learner and am often lost in the joy of forever developing" (P21) BOUNDARIES It is our duty to set ground rules and boundaries at the start of a session or during the induction process, making us a disciplinarian. This can be as simple as no swearing in the classroom, no communication with students via any of the social network sites, Abuse in all its forms, physical, verbal, and sexual cannot be tolerated in any way. We must distance ourselves from friendships with our students whilst still maintaing the ability to be seen as someone who can be trusted. A teachet/trainer has a responsibility to be professional and be seen to be so at all times. We must project an image that is clear that we are not leaving ourselves open to questioning or misinterpretation. Boundaries are in place not only for the protection of the students but for us as well. CONCLUSION It is my belief that as a teacher/trainer has a key role to play in the life of a student. We must be prepared to act as teacher, mentor and confidante. The way we educate and are educated shapes us as a person. We must acknowledge that incorrect learning can take place during the learning experience and therfore safeguard against this to the best of our abilities. The role is complex, the training cycle overlaps in many areas, and a teacher must have tha ability to be rigid and flexible at the same time to be able to meet the needs of the students and thenself. It is imperative that we follow the strict guidelines and legislation that govern us as failure to do so could ultimately cost us dearly in both a professional and a personal manner. BIBLIOGRAPHY Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS, London: Cengage Learning EMEA. Petty, G (2004) Teaching today, GB:Nelson Thornes. Lee, B. (1975) The Tao of Jeet Kune Do, U.S: Ohara Publications Inc