Pttls_Assignment_1.1

UNIT 5 ASSIGNMENT 1 ROLES AND RESPONSIBILITIES The main role of a teacher is to provide a learning experience that fits the course profile that has been designed. All stages of the teaching and learning cycle must be addressed for the teaching and learning to be effective (Gravells P7). Teachers should take into account the various learning styles, visual, auditory and kinaesthetic that students may prefer. A teacher also has responsibility for the health and safety of the learners along with record keeping such as student progress records, attendance, achievement and disciplinary details. Being up to date in the subject being taught and developing good practice in a teacher’s own particular area, learning how to evaluate, reflect and communicate is essential. Teachers must also adhere to their organisation’s code of practice, procedures and maintain appropriate conduct, for example dressing and acting appropriately and not swearing in front of the students. The teacher must also be aware of their organisation’s procedures for first aid, accident reporting, evacuation procedures and support services such as IT, library, advice and guidance and welfare of the learners. By assessing the needs of individual learners, teachers can gather the information required to enable them to plan and design a suitable learning experience that can be delivered satisfactorily. Being prepared is key!. For example, arriving in good time to arrange the environment so the lesson can start on time and by making sure that back up resources are available, (for example in case of technology failure). Teachers should also have a contingency plan in case learners finish more quickly, or slowly than expected. Being available for tutorials and support is another responsibility. To respect and value all learners equally, and to provide equality of opportunity and accessible activities to suit the diversity of learners is essential. This includes ensuring the environment is supportive and conducive to learning, and ensuring the students are treating each other with respect and to be seen to be dealing with discriminatory behaviour. The teacher has the responsibility to ensure the needs of all learners are recognised and catered for and may wish to profile the group in the beginning weeks to assess how they learn best, for example Honey and Mumford’s 1986 profiling; activist, pragmatist, theorist, reflector. This looks at a learner’s tendencies, do they prefer traditional teaching methods such as didactic delivery, or active discussion etc. Another profiling method was developed in 1987 by Fleming; he noted three styles of learning. He called these visual- like seeing, aural- like listening and kinaesthetic – like doing. These are apart from any special needs students may have. It’s essential to acknowledge that everyone is different and brings various strengths, weaknesses, experiences etc to the class. The teaching style, method, resources and assessment can then be adapted to the needs of the individuals in the group. Teaching responsibilities are many and varied; from ensuring that the course delivers on its aims and outcomes to satisfying the students’ learning needs both from a course material perspective and any further assistance they may need to complete the course. By making good use of the assessment and evaluation parts of the “Teaching and Learning Cycle” I will be able to ensure that I am meeting learner needs and that the course is delivering the content and standard that is expected. Boundaries are ethical, course and student related. The appropriateness of the teacher/learner relationship, the ability to assess and apply discipline and the ability to mark fairly and without favour are ethical boundaries that are crossed at the teachers peril. From a course perspective, only the designed course should be delivered. There will be times when the needs of the learner are outside the boundaries of the teacher and the course. It is essential that these needs are recognised and managed. The boundaries between teachers and learners are arguably less clear now than before the increase in the use of communication devices, such as email, mobile phones and social networking technologies. It is debatable if teachers should allow students to be their ‘friend’ on sites such as Facebook, as through these, teachers may reveal personal information that may undermine their authority or lead to over familiarity or even electronic stalking. References Ann Gravells. 2011 Preparing to Teach in the Lifelong Learning Sector. 4th Edition. Learning Matters Ltd