Pttls_Level_4__Review_What_Your_Roles_and_Responsibilities_and_Boundaries_as_a_Teacher_Would_Be_in_Terms_of_Teh_Teacher_Training_Cycle

Assignment 1: Level 4 Review your role, responsibilities and boundaries as a Teacher in Terms of the Teaching/Training Cycle “Teaching and learning should be a structured process, teaching will follow a cycle and the teacher makes use of this to ensure achievement”. (Wilson, 2009, page 15). The Role My main role as a teacher is to facilitate communication in such a way that all students are encouraged to enter into a wider debate surrounding the selected topic. To ensure sessions’ aims and objectives are meaningful and applicable to students, the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within a group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful throughout the program. Sessions incorporating visual, auditory and kinaesthetic learning styles ensure students have equal rights to learning, and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. The Teaching/Training Cycle The teaching and learning cycle is an effective organisational framework when planning, delivering and assessment of any form of teaching, whether this is in a formal classroom setting, or for business skills development of staff whilst on the job. The teaching and learning cycle represents the four stages that occur in the design and delivery of classroom tasks that incorporate an outcomes-based approach. The cycle has no start or end point, with each step informing the next. It is the process of gathering data and reflection that dictates where in the cycle my role as a teacher needs to be operating. What does the teaching and learning cycle look like' The Training Cycle My teacher role, responsibilities and boundaries have evolving qualities which are assessed and reflected upon, using the teaching/training cycle - a cycle of assessment, planning and review. Reporting and Assessment: The Need Reporting is the process of providing information, both formally and informally, about the progress of student achievement. It serves the purpose of identifying both to the teacher and the student, what the learning need is and can be presented in a spoken or written form. In terms of boundaries, it enables me, as the trainer to establish the training need based on a reflection of the assessment and evaluation stages of learning. The learner has the opportunity to discuss their learning need with their line manager or trainer, and explore options available to them to achieve this. This may involve direct and indirect action relating to the current ability of the learner, or the environment that would best suit the style and learning outcomes required. “A needs analysis is client-centred and may include training needs related to an individual, group, industrial or commercial enterprise institution or other external agency”. (Walklin, 1994, page 109). There are other needs that are less tangible or observable which may be more difficult to analyse during the needs analysis stages. (Minton, 2003, page 105). However, as the trainer, I should be aware of where my professional role stops and where the boundaries lay e.g. a learner may raise personal issues during a review session, and here it would be my responsibility to refer them to other colleagues or departments i.e. HR department. Planning and Programming Planning for effective teaching begins by determining what students know and can do. At this stage the needs of the learner and those of the course would have been established, and it is my role and responsibility as trainer, to ensure that those needs are met to achieve the desired outcomes. Planning will reflect a balance of teaching activities that develop the students' skills, understanding and knowledge about the subject in an explicit and systematic way. Course structure and its coherent delivery are responsibilities which require adaptation and flexibility to reflect newly identified needs as seen in the teaching/training cycle. In terms of employee development, learners are encouraged to take responsibility for their own learning. My responsibility is to encourage progressive reflection and continued learning via monthly 1:1 reviews to allow their personal growth and development to be useful to their lives and job role. Points to consider in the Design and Planning Stages * Analysis of data collected from the reviews * Note the students' strengths and weaknesses. * Reflect upon what guided and independent learning and teaching strategies should be adopted for individuals of the group * Schemes of work and lesson plans * Learner’s individual needs and basic classroom preparations i.e. induction / housekeeping rules. * Training and Resources. Consideration should be given to the boundaries relating to the size of the group, classroom allocation and location that will best suit the learners and the resources that are available. There may also be restrictions on the course content, as some courses may be quite structured and standardised whilst others might be quite flexible and open to new ideas and teaching processes. Classroom Practice: Implementation and Facilitation of Learning and Teaching During this stage of the teaching cycle, it will be my role and responsibility to put into place all of the preparations and plans I have made based around the needs of the learner and the aims of the course in order to make the learning a positive experience. To engage positively with the learners at the start it is necessary to ensure that the room layout is suitable for the teaching methods and lesson plans that I have prepared. Learner comfort, teaching equipment and materials are to have been addressed. For an effective teaching presentation I should include a mixture of visual, auditory and kinaesthetic teaching elements in delivery in order to best appeal to the different ‘learning styles’. My passion for systems and procedures would fuel my enthusiastic delivery of this topic encouraging healthy debate and open communication, yet should not impose a rigidity that would makes learning difficult. Assessment and Evaluation – Has Learning occurred with the Learner' The teaching cycle encourages the learning to evolve in a structured way, resulting in a reflective growth of the role, responsibilities and boundaries. This remains core to reaching a greater understanding of the aims and objectives relating to development within the course. In my role as the trainer it will be my responsibility to assess and evaluate the course to determine if the teaching cycle has been successful and effective for the students, and to the standards to which the outcomes are measured against. “The teaching cycle is a continuous process”. (Wilson, 2009, page 15) “The establishment of good practice means a repeated cycle of preparation, teaching and review”. (Minton, 2003, page 5). Success can often be measured in terms of academic outcomes and passing a test or delivering a presentation. However, apart from all the administrative responsibilities as the trainer, I believe an effective measure of the success of a course is where the students can clearly identify the ‘distance travelled’ along the learning journey. Equally, where the trainer has facilitated the learner to become interested in a topic, and empowered them to take ownership to use this gained knowledge and skills as a platform for further learning. References * Wilson, L. (2009) Practical Teaching, A guide to PTLLS & DTLLS, 1st Edition, Andover, Delmar Cengage Learning. * The Training Cycle: The Australian Government Quality Teacher Programme (AGQTP) 24.9.10 - http://www.qtp.nsw.edu.au/about/sitemap.cfm * Walklin, L. (1994) Teaching and Learning in Further and Adult Education, 3rd Edition, Cheltenham, Stanley Thornes (Publishers) Ltd * Minton, D. (2003) Teaching Skills in Further and Adult Education, Revised 2nd Edition, London, Thomson No comments