Ptlls_Assignment_1

Introduction This paper will discuss what my roles, responsibilities and boundaries would be as a teacher in terms of the teacher/training cycle. The paper will first of all discuss what the teacher/training cycle is then attempt to apply roles, responsibilities and boundaries to it. The teacher/training cycle The teacher/training cycle consists of five stages: Identifying needs and planning This is about finding out the needs of the organisation and its learners, preparing scheme of work and lesson plans to fulfil the needs of the organisation, the syllabus and the learners. Designing Preparing the environment, suitable delivery resources and handouts. Facilitating Teaching and learning in a suitable manner Assessing Ensuring your learners have learnt the necessary skills and knowledge. Evaluating Obtaining feedback from your learners and evaluating yourself in order to modify or make changes in the future Roles, Responsibilities and Boundaries Now that we have briefly discussed the teacher/training cycle I will attempt to apply roles, responsibilities and boundaries to each stage: Identifying needs and planning Roles: Assessor; Reviewer; Initial Interviewer Responsibilities It is important to identify the needs of the learners so you can create your lesson plans to reflect these needs. This would be done in the first instance by means of an Assessor or Initial Interviewer. You must also consider the needs of the organisation you are teaching for and the needs of the syllabus. This identification of needs should be ongoing throughout the course. Boundaries When conducting an initial interview it is the learner’s right to expect that the information provided will be dealt with confidentially and within the parameters of the Data Protection Act 1998. Designing Roles: Lesson Planner/Designer; Reviewer; Organiser (of environment) Responsibilities: It is the responsibility of the teacher to plan and design the course, from analysing the syllabus requirements to lesson plans. These lesson plans however may change following self review and reflection of his/her teaching methods. It is also the teacher’s responsibility to use suitable teaching methods. Boundaries: The teacher must consider, when designing the course of study, the syllabus which must be adhered to and also any health and safety issues (e.g. when teaching in say an industrial environment that it is safe). Facilitating Roles: Facilitator; teacher Responsibilities: It is the responsibility of the teacher to consider each of their learners differing learning styles, to provide clear instructions and to correctly judge the pace of teaching. It is also the teacher’s responsibility to take into account each learners different needs and facilitate accordingly, e.g. a hearing loop for those learners whom are hard of hearing. Boundaries: A teacher should speak in an ‘appropriate manner’, and also dress accordingly. Assessing Roles: Assessor; recorder; reviewer Responsibilities: It is the teacher’s responsibility to continually assess a learner’s progress, record the learner’s achievements and review not only the learner’s progress but also their own teaching methods. A teacher should assess whether the class has understood the lesson at the end of it. Boundaries: Student assessment should be directly linked with the lessons that have been taught. Evaluating Roles: Evaluator; Reviewer; Self-reflector Responsibilities: It is the teacher’s responsibility to continually evaluate their teaching methods, whether this is through self-reflection following a lesson delivery, or through the use of a mentor. Boundaries: Self-reflection should be honest and objective. Conclusion The role of a teacher has many sub-roles as discussed above (planner, designer, reviewer, assessor etc.) and he/she must be aware that they have responsibilities nit only to their learners but also, their employers, awarding bodies and letters of the law (Data Protection Act 1998, Health and Safety etc).