Pttles

Justify the need for keeping records and describe the types of records you would maintain. Keeping accurate records throughout the course is essential in assessing the teacher/student relationship. Records indicate whether pupils are learning what they are being taught and their progression with the course, records can tell you which learners may need a little more help, and whether a teacher needs to refine any aspects of their teaching. Gravells, (2008) states “you need to keep records of how your learners are progressing.” As there are 5 major components to the teaching cycle it is important to keep records at each stage to highlight progression or weakness in order for future development to take place. In the identifying needs section of the cycle there many important records that need to be kept, for example the class register. The register is required by law and is important as it allows the teacher to view the attendance of the class and to see if there is any correlation between the students who have poor attendance and are not working at a certain level. Furthermore it is essential to get the students to complete a health questionnaire, by doing so it allows the teacher to plan any lessons in which to accommodate the special needs of the students. At this stage the student should also complete an initial assessment form, this record will highlight any area’s that may need certain attention i.e. numeracy or literacy, also this diagnostic record can be used in the evaluation stage as a comparison to see if any development has been made. Schemes of work and lesson plans allows for reflective practice concerning what happens during the course and during sessions and enables me to evaluate and continuously monitor where adjustments may be beneficial to subsequent teaching methods. This form of record also aids and serves as valuable information for any teacher who takes over a session if I should be unable to attend. “A scheme of work may be defined as: A series of planned learning experiences, sequenced to achieve the course aims in the most effective way.” Reece & Walker, (2007) Furthermore in the planning stage it is important to identify the requirements of the governing body and in-corporate them into the scheme of work and the session plans so that it ensures the teaching material is relevant to the students and provides as much information as possible to the student in order for them to achieve their full potential. When planning a session a record of risk assessment must be kept and must in accordance with health and safety act (1975) legislation which states “that the teacher is responsible to complete a risk assessment in the work area to provide safety for both the teacher and the students. The teacher must also provide the working area is suitable for all the students, for example there is adequate space to perform practical work without endangering others.” The session plans are vital records as it can provide proof that the sessions are planned in accordance with important legislation such as the “every child matters” policy which falls under the child protection act (2004) and also the Race relations amendment (2000) which states “The Act covers employment and educations therefore schools have to oblige to these laws in conjunction with learners and staff alike. For teachers the general duty of the act is to eliminate racial discrimination and promote equality of opportunity and good relations between people of different racial groups.” In the delivery section of the teaching cycle it is essential to keep records of a variety things in particular lesson plans, this allows the teacher to see what was a success and what the students responded well to and also what areas of the session needed developing further or changing to ensure the student engages fully in the lesson. This approach to records could be used as a retrospective view to developing lessons. It is important for the teacher to be honest in their own evaluation of how the session was delivered and if they feel something was missing it is important to identify it and annotate the session plan so it will be included the next time the session is delivered. When recording assessment marks it must be in accordance with what the governing body states, for example if the assessment is formative it will be on going so each module may require a mark which will go towards a final grade so it is essential that these are recorded for both the teacher and the student. If the class has a low average it highlights that the class may have struggled with the content or the delivery of the lesson was not accurate and so the teacher must adapt the lesson to try and improve the marks. On the other hand if the class average is high it highlights that the class have engaged in the material well and the session plan was a success. Other records of assessments such as tracking sheets are particularly helpful as it can be used as a comparison with the initial assessment to show if development or progression has been made. When evaluating it is important to be honest and get as many different forms of feedback as possible. As a teacher it is beneficial to carry out a self assessment in which any problem areas of the course are identified and rectified, for example the teacher may decide to change their teaching style or include more demonstrations to ensure the students are fully aware of what they have to do. Just as important for the teacher is the feedback they receive from the students, this allows the students to highlight any improvements or missing aspects to the lesson in which the teacher could incorporate into their future planning. References Garvells, A (2008). Preparing to Teach in the Lifelong Learning Sector Learning Matters; 3Rev Ed edition Reece, I & Walker, S, (2003). Teaching, Training and Learning: A Practical guide. 5th Edition. Great Britain.