Pttls_Theory_Paper_1

Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle In considering how to best define the roles, responsibilities and boundaries of a teacher I am going to begin by looking at the teaching/training cycle. The teaching/training cycle evolved in the 1970s from the Experiential Learning Cycle, which was developed by educational theorist David Kolb and is detailed below: Image taken from Oxford Centre for Staff and Learning Development (OCSLD) at Oxford Brookes University (http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/learning_theories.pdf) This learning cycle is understood to be the basis for learning and as written by Mcpheat (1998) “when all four stages of this model are met, an individual has the ability to assimilate new information.” The concept of Kolb’s learning cycle then evolved to a five part training cycle, which is the model many teachers now follow for their teaching today. The five stages of this cycle are as follows: 1. Identify needs 2. Plan and Design 3. Deliver (or facilitate) 4. Assess 5. Evaluate The Role of a Teacher The primary role of a teacher is to create an effective and stimulating environment for learning through high quality teaching that enables the development and progression of all learners. When considering the role of the teacher it is important to understand the teaching cycle because this forms the basis for effective teaching. I will now consider the role of a teacher in the context of the training cycle. Stage 1 – Identify Needs A teacher must identify and cater for learner’s individual needs, ensuring all learners receive equal opportunities. Consideration should also be given to the syllabus and also, if applicable, the needs of the organisation. Stage 2 – Plan and Design A teacher must fully prepare for the sessions, ensuring they fully plan what they will teach and how they will teach it. A successful teacher would need to compose a lesson plan in order to deliver effective teaching. They would need to consider factors such as preparing the environment and which resources to use, whilst taking into account any specific needs of individual learners. Stage 3 – Deliver (or facilitate) Whilst delivering the session an effective teacher should ensure that they fully engage the learners. If a learner is not engaged then the teaching will undoubtedly fail. This belief is supported by Minton (1991) who said that “......A teacher’s prime task is to engage the student in the learning process. What a student does to learn is more important than what the teacher does to teach.” Stage 4 - Assess Minton (1991) says that “The first important skill a teacher needs to develop is the ability to observe behaviour in a learning environment.” It is essential for a teacher to observe a learner during the session so they can assess how successful the session was. Stage 5 – Evaluate Once a session has been reviewed a teacher is then in a position to evaluate their teaching practice. They must ensure the aims and objectives of session have been met, check the learner understands what is being taught and ensure their teaching style is appropriate to the learning style of the learner. They would then be able to consider how they could improve or adapt future teaching sessions. Good practice would be to seek leaner feedback as part of the evaluation process. The Responsibilities of a Teacher Teaching is a hugely responsible profession and many underestimate the responsibilities a teacher has. One very important area, which a teacher is responsible for is the health and safety of their learners. This includes taking a register of learners, doing a risk assessment of their teaching room/area and ensuring every learner is aware of fire and evacuation procedures. A teacher is also responsible for ensuring that they are aware of any individual needs of their learners and ensuring additional support is provided where necessary. A teacher should be aware of and take steps to minimise barriers to learning, particularly when considering the physical environment in which they are teaching. Where possible, they should create a stimulating environment for their learners and ensure they are fully prepared for the lesson. A teacher should ensure that learners are fully inducted onto a course at the start, regardless of the duration of the course. This should cover housekeeping issues, ground rules and establish a professional working relationship between the teacher and the learners. A teacher is responsible for clearly setting the aims and objectives at the beginning of a session, so that a learner knows what to expect and then making sure these aims and objectives are met throughout the session. A teacher is responsible for classroom management and should ensure learners all have the opportunity to participate and respect each other. Another important area of classroom management is to manage the pace of the session, ensuring the session finishes on time. A teacher is also responsible for marking learners completed work, giving constructive feedback within the designated timeframe. The Boundaries of a Teacher The most important boundary a teacher should establish is having an appropriate and professional relationship with their learners. This boundary should be made very clear and establish when a teacher first begins working with a learner, so the learner knows what they can expect from their teacher. Another very important boundary is for the teacher to only teach within their own capability and subject knowledge. This should also take into account constraints of the course/syllabus. A final boundary, which is often overlooked, is the ability of the learners. A teacher should always try to ensure that they are not teaching to a higher level than their learners are able to cope with. This should be established by the entry level required to embark on the course, or by initial assessments at the start of the course. However, as previously discussed, a teacher should be very aware of their learner’s progress and by constantly observing them they can ensure they are coping with the pace and the level of the course. Word count 700 (plus references and diagram) Reference List Mcpheat S (1998) MTD Management Training, www.m-t-d.co.uk Minton D (1991) Teaching Skills in Further and Adult Education, Second Edition, Thomson Learning http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/learning_theories.pdf