Ptlls_Role,_Responsibilties_and_Boundaries_as_Teacher_in_Teaching_Training_Cycle

Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training Cycle. I train first aid and lifeguarding, under license from either St John Ambulance (SJA) or Royal Life Saving Society (RLSS) to various corporate clients and individuals in the UAE. The teaching training cycle describes the five stages during the teaching process mentioned below. I have to be aware of my role, responsibilities and boundaries as a teacher within this teaching training cycle to facilitate effective learning Identifying Needs Candidates are sent on the training courses according to the needs of the client, therefore the direct training need analysis falls outside of my responsibility as teacher. However as a teacher I am responsible to ensure that the individual learners’ training needs are met during the course. Learners visiting our courses often have very different ethnical and religious backgrounds and diverse former learning experiences. As a teacher I am aware of these differences and need to apply them to the learning process. To ensure a basic ground participants or their employers are always informed of the minimum requirements such as level of language skills that are required. Whenever possible I or my office administrator will establish in prior conversations or emails which course is the most suitable for this particular learning group and for their organisational needs. Planning and Designing Most of our courses are governed by various awarding bodies who design the courses from lengths, syllabus, learning materials and standards. If I am teaching these courses I am not authorised to change these, and obliged to you standardised teaching materials. However as a teacher it is my role and responsibility to design and structure each session to suit the type of candidates and situations that arise in teaching situations in the UAE. To deal with limited English skills I design additional course material using simple expressions, make visual aids available and implement group work and practical work wherever possible. If the awarding organisations approve oral and on-going assessments I use these as the most suitable assessment methods for our learners. Both my office administrator and I ensure that the training venue is appropriate to the requirements for the course and facilitates effective learning. Delivery Sessions must be delivered in a way that is understandable by many levels of education, language skills and cultures in addition to meeting the requirements of the various learning styles and types. As teacher I also understand learning styles and barriers and combine this with my experience with different nationalities and cultures. I may encounter a boundary with regards to my teaching if for instance I have a learner who possesses limited expression of the English language. In this instance I will have to gain the assistance the help of an interpreter. I require awareness my own preferences for teaching and learning to ensure that I meet the requirements of all learners. As a teacher I must be flexible in order to allow for these variations but also must ensure that the licensing body standards are met. It is also important during facilitation to ensure that I use good principles and techniques of teaching, by motivating the candidates effectively to ensure they meet their (and their employers) potential and/or personal goals. I am achieving this by effective planning and preparation of the lesson, through using appropriate training aids, allowing sufficient time for the required tasks, accommodating the different learning styles and ensuring an environment beneficial to effective learning etc.; I also confirm understanding throughout the sessions, through using appropriate questioning techniques, asking learners to translate in their language, allowing plenty of time for practise and providing constructive feedback to candidates. Assessing For most courses the assessment process is summative and done by me as the teacher through a combination of questions and practical demonstrations during the course. In these cases I ensure that the assessment is in line with the awarding body’s requirements and standards. There are also courses where independent assessors are required, conducting a formal assessment, also I am an assessor for other teachers in such cases. As an assessor, the criteria and standards are set by the awarding body; however it is my role and responsibility to ensure that candidates can meet these requirements. The assessment must be fair and equal to all candidates, allow candidates the opportunity to challenge the result if they feel they wish to, provide feedback to the candidates on their performance and ensure that no-one is disadvantaged during the assessment. Evaluation As a teacher I am always evaluating myself during and after delivery, and will make changes to sessions or for particular groups of candidates where and when required. This can be done in a number of ways including reviewing the number of successful candidates, the quality of answers you get form question sessions plus analysis of feedback forms. The course feedback forms allow me to evaluate each session and to address specific aspects if similar feedback is received continually. This can then be used to ensure that the training needs are identified correct and appropriate.