Ptlls_Task_1

The teaching / training cycle consists of five processes; - identify needs - plan and design - deliver / facilitate - assess - evaluate It is a teacher’s responsibility to identify needs before starting teaching, this should take in to account the centres needs, the learner’s needs and in some instanced the employer’s needs. The learner’s needs may be identifiable from their enrolment form and could include a need for additional support due to a learning disability like dyslexia, a need for specialist support due to a disability such as a signer if a learner is deaf or they may have a physical disability. The teacher would need to consider if they could meet the needs identified themselves or if they needed specialist assistance. When planning and designing the teaching, start with a scheme of work for the course and session plans. These would need to follow the template format used by the centre and meet the syllabus laid down by the Awarding Body if it is an accredited qualification. If the teaching was on behalf of an employer they would be involved to ensure that their needs were met. As part of the planning and development stage the teacher must prepare the powerpoint, design the induction including the icebreaker, design the activities / exercises, produce the handouts, ensure that all the necessary resources are available and ensure that any assessment paperwork meets the Awarding Body requirements. They would need to ensure that any pre-session materials had been sent to the learners. When delivering / facilitating the session the teacher must ensure that the room is suitable and laid out appropriately. All learners must sign an attendance register in case of evacuation and also as evidence of attendance. The teacher must try to ensure that all the learners are relaxed in the environment by using a simple icebreaker that encourages everyone to get to know each other and by involving the group in setting their own ground rules. The ground rules could include things like; - be polite and courteous to each other - respect each other and listen to other peoples views and comments The teacher must ensure that all the learners have a full induction that tells them about; - the centre, where everything is including tea/coffee facilities, arrangements for breaks, toilets, fire exits, fire alarm procedure, smoking areas, - the policies and procedures and how they relate to them - the course that they are attending, what the qualification is, what the requirements are, how it will be assessed and their target date. During the induction the teacher will be able to identify any needs that they do not already know about and will be able to get an indication of the learning styles of the group and may even complete a learning styles questionnaire depending on the subject being taught. It will then be the teacher’s responsibility to follow their session plan but also to be reactive and flexible and adapt some of their teaching styles to ensure that everyone’s needs are met and make the session interesting and understandable for everyone so that they get a positive experience and want to come back for the next session. Whilst delivering the teacher must never assume that people have understood and must continuously assess the group using activities, oral questions, and recap to ensure that they comprehend the skills and knowledge that is being taught. The group must be encouraged to ask questions as this would show that they are actively listening and are interested. The Gestalt theory tells us that “having the right answer” isn’t enough, learners need to understand the process of getting there. The Gestaltists view is that learners need to draw on their own experiences and need to be encouraged to find their own solutions and to make their own connections and discoveries and it is the teacher’s role to do this. This approach is consistent with the Cognitivist theory as it encourages the learner to understand the process and they will learn more effectively if they understand the answer than if they learn if off by heart. If there is are assignments or tests set by the Awarding Body these must be delivered and marked according to the Awarding Body Guidelines. Records must be kept of all the tests sat and the results, assignments completed and the constructive, encouraging, developmental feedback given. Sometimes teachers will meet with the learners one to one to give them their feedback and to complete progress reviews. As part of the delivery it is the teacher’s responsibility to ensure that a course file is maintained and that all the centre paperwork is completed clearly, accurately and timely with an audit trail in place so that anyone can find things in their absence. Individual’s delivery style needs to be evaluated. Verbal and written feedback is gathered off learners so that the delivery can be developed. The centre will evaluate the feedback and use it to update and improve session plans. Freire, P (1972) – (Pedagogy of the Oppressed) encourages us to see learning as a developmental relationship through which both the educator (the teacher) and the educatee (the learner) are engaged in the process of learning. Rogers, C (1983) – (Freedom to Learn For the 80’s) also presents the learning process as one which is to the mutual benefit of learner and facilitator. Both of these approaches suggest that the teacher’s role evolves during the teaching cycle because they also learn. The “Regulations for Continuing Professional Development, Registration and Teaching Qualifications” mean that teachers, trainers, tutors and student teachers need to register with the Institute for Learning (IfL) and conduct Continuous Professional Development (CPD). The Institute has a Code of Professional Practice which defines the professional behaviour that it expects of all its members. The professional boundaries that teachers must work within are; - knowing their role not getting involved in learners personal problems. - knowing their limitations and when to ask for help - always maintaining confidentiality. - acting and speaking appropriately - treating everyone as equal - keeping to the syllabus The teacher must not at any time; - violate their position of trust - abuse the power that the teacher learner relationship has - use the teacher relationship to meet their own needs instead of their learners needs.