Review_Your_Role,_Responsibilities_and_Boundaries_as_a_Teacher_in_Terms_of_the_Teaching_Training_Cycle.

Review your role, responsibilities and boundaries as a teacher in terms of the teaching/training cycle. In the Lifelong Learning Sector a tutor has the responsibility to use appropriate teaching techniques to maximise the learning potential of each student, while at the same time keeping within the College or Training Centre's policies. It is the tutors role to teach the syllabus, set the assignments and then assess each student to ensure they are meeting the learning criteria. The Learning 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, pg 15) There are seven processes to the teaching cycle; identifying needs, planning programmes for groups and individuals, developing a range of techniques, managing the time, providing support to all learners, assessing and evaluating. The tutor has the responsibility to provide all of this to the students. Within each of these stages the tutor has boundaries they must keep within to comply to the code of conduct. “The teaching cycle is a continuous process” ( Wilson, 2009, pg 15) Identify Needs The tutor will often start a course knowing very little about their students. One way of trying to gather information from the students is to have them write a small essay before the start of the course, and as part of the interview for the course to take a literacy and numeracy test to provide the tutor basic information about the student's ability. Information can also be taken from enrolment forms, such as prior qualifications and experience to ensure the student has the basis knowledge to cope with the work load. For example, a student applying to start at Level 4 needs to have the Level 3 qualification or enough past experience to meet the criteria. This should be prepared through the college or training centre as part of the interview process. Other factors may need to be considered as well, such as a Criminal Records Bureau check done prior to the student starting the course, this is depending on the course requirements (where the learner will be working with children or caring for anyone) The basic needs of the student will be the same for each student, such as a chair, desk, good lighting and heating, as well as individual needs, such as a student that may need a learning support person to help them meet maximum learning. The tutor needs to know where to refer their students to for help with issues outside of the classroom, and the additional support that the college or training centre can offer them. For example, a student that is having trouble committing to the course due to personal life, may refer to the tutor for additional support, however, the tutor has to understand what the boundaries are between supporting the learning of the student and support for a student's personal life. If a tutor feels that the student needs more support than they can offer, such as counselling, the tutor needs to know where to direct the student to and if there is anything help the college can provide or if the student needs to see their GP. The tutor can provide the students with contact details, such as phone number and e-mail address but these must not be personal contacts. A tutor can help students enrol onto the course, CRB checks, financial forms etc. but the tutor must keep within the boundary as they are responsible for the students personal details and must follow the terms of the Data Protection Act. Current Legislation It is also the tutor’s responsibility to uphold the current legislation: • The Disability Discrimination Act (1995) – Prevents discrimination against disabled people and ensuring suitable access to services and premises. • Special Educational Needs Act (2004) – Equal opportunities: discrimination is not allowed between disabled people, students and teachers, reasonable adjustments must be made to suit all needs and additional support may be needed. • Race Relations Act (1976) – Unlawful to discriminate against race, colour, nationality, citizenship and ethnic origin. • Health and Safety at Work Act (1974) – Must ensure the health, safety and welfare of persons at work. • The Sex Discrimination Act (1975) – Unlawful to discriminate because of gender. • Criminal Justice and Public Order Act (1994) – Restriction and reduction of existing rights, greater penalties for certain antisocial behaviours. • Every Child Matters (2003) – States every child (below 19) should be healthy and safe, achieve economic well-being. • Data Protection Act (1998) – Appropriate security measures against unlawful/unauthorised processing of personal data. • Copyright Laws – Material being shown without payment being made to the creator includes copying, renting, performing, playing or broadcasting. • Higher Education Act (2004) – specifies research in arts and humanities, complaints by students against institutions, student fees. Plan and Design The planning of a course is very important with the success of the course, however, it does need to be flexible. The scheme of work and lesson plans need to be adapted to meet the learning styles of the tutor group as a whole. The first meeting of the class will often be taught 'blind' and then the tutor can adapt the rest of the course to work along the students. It is the tutors responsibility to make sure that each learning style is met to ensure a good learning environment. The handouts and presentations may have to be adapted from how they had previously been taught (same course, different students) as different groups will have different learning abilities and styles, the tutor has to consider the methods of teaching that will suit the learning abilities and size of the group. This is all governed by the room available, the resources and the course content. The introduction day (depending on the length of the course) should be full of icebreakers and an introduction to the course along side the ground rules and aims of the course, this will help the tutor gather information about the individual learning styles of the students so that the course can be adapted to meet the students needs. Deliver The tutor should include a range of learning styles to capture the student's attention and maximise the learning curve. The learning styles include visual, aural, kinaesthetic and R&W strategies. The tutor can use such questionnaires by Peter Honey (1982) to gain information about the majority learning styles as to gather information to help plan the best way to create the preferred learning environment. The room layout needs to be arranged in the most effective way to keep the students concentration focused, lighting, heating, tea breaks and the location of the toilets also needs to be discussed, preferable as part of the introduction to help the students feel at ease. At all time the tutor needs to be aware of the time and keep the group discussions on track, to optimize the learning of all the students on the course. Tea breaks and time before and after the course may be taken up with one to one discussions with individual or small groups students and this is all part of the tutors dedication to the course and the students needs. This time with students on a one to one bases may allow the tutor help the student or point them in the right direction for additional support they need within or outside of the course. The tutor needs to remember where the boundaries are and not cross over the thin line between tutor and friend, the tutor must at all time keep within the regulations of the code of conduct. Assessments and Evaluating The tutor needs to keep record of the students learning and ensure that they have learnt the lessons taught within the class. This is often done through written homework and class discussion at the next meeting. The tutor has to keep many records of the students assessments and achievements and if they need any additional help. Students will need feedback, both positive and constructive to help them correct any misunderstandings and ensure them they are on the right track for achieving their aims of the course. It also helps the tutor make sure that their students are learning and if any changes need to be made they can be before it is too late. The tutor needs to evaluate how each lesson goes, and record what went well and what could have been done better. This will help the tutor with their own personal professional development and self learning. These records will also need to be kept for when the college is audited and for off-stead, which governs the teachers to ensure they are capable of teaching, and fulfilling the student's needs. Then the process starts all over again with assessing the learners needs for the next lesson, preparing a lesson plan and teaching it, making sure they are getting all the help they need, and recording their achievements. “The establishment of good practice means a repeated cycle of preparation, teaching and review” ( Minton, 2003, pg 5) Bibliography Minton, D. (2003) Teaching skills in further and adult eduction, revised 2nd edition, London, Thomson Walklin, L. (1994) Teaching and learning in further and adult eduction, 3rd edition, Cheltenham, Stanley Thornes (Publishers) Ltd. Wilson, L. (2009) Practical teaching, A guide to PTLLS & DTLLS, 1st edition, Andover, Delmar Cengage Learning. Office of Public Sector Information, The Higher Education Act 2004, URL: http://www.opsi.gov.uk/acts/acts2004/ukpga_20040008_en_1 [accessed on 15.2.10] The Education Act 2004 (Additional Support for Learning) http://www.ssmh.ac.uk/legislation/education_act_2004 [accessed on 15.2.10]