Review_Your_Role,_Responsibilities_and_Boundaries_as_a_Teacher_Trainer_in_Terms_of_the_Teaching_Training_Cycle.

Theory Question 1 1. Introduction Review your role, responsibilities and boundaries as a teacher/trainer in terms of the teaching/training cycle. “Personally, I am always ready to learn although I do not always like being taught.”  ~Winston Churchill (date unknown) In the above quote Winston Churchill makes reference to the subtle difference between learning in the sense of expanding one’s knowledge and skills, and being taught in the context of “taught a lesson” through learning by committing mistakes. Churchill’s quote has relevance to the teaching cycle as the process must aim to maximise opportunities for developing skill and knowledge in a well planned and executed manner that controls and manages the “trial and error” elements of learning, referred to as “being taught” in the quote. In this assignment the author will consider the role, responsibilities and boundaries of a teacher and make reference to his personal experience. 2. Literature Review Numerous articles and books refer to the teaching cycle and the associated roles, responsibilities and boundaries of the teacher - see section 5. References of this document. Most articles refer to either a four or five stage cycle, with assessment of learning either forming a separate stage in the cycle or being combined as part of the learning stage - see diagrams 1 and 2 below. Diagram 1. 5 stage Teaching Cycle [pic] Diagram 2. 4 Stage Teaching Cycle [pic] All the literature reviewed by the author agreed that it is the teachers role and responsibility to identify the learning needs of learners prior to any teaching as part of the planning stage of the Teaching Cycle. Good practice suggested in the literature recommends that a learning needs analysis should form the basis of this planning. “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, pg109). It is generally recognised in the available literature that it is the teachers role and responsibility in the planning phase to identify any special needs and ideally learners' preferred learning styles, motivations and previous educational experiences. Critically it is recognised that this phase would include the lesson planning based on much of this research. The delivery phase of the cycle requires the effective transfer of learning through a combination of learning methodologies that combine visual, auditory and kinaesthetic teaching in order to aid different learning styles. It is at this stage that the literature recognises the importance of establishing and respecting boundaries. Teachers must behave responsibly and professionally at all times and are responsible for the effective transfer of learning to the group. Issues clearly outside of this learning process go beyond the boundaries of good teaching practice and are not the responsibility of the teacher. In order to clarify these boundaries it is generally recognised that a course contract should be agreed at the commencement of delivery. Teachers also have clear responsibility for ensuring the correct facilities and equipment are available to facilitate learning. The literature recognises that it is the role of the teacher to decide on the best way of assessing/examining learners and their responsibility to follow the assessment/examination procedures agreed by awarding bodies. Clearly The teacher must keep records of assessments and achievements of students and provide feedback accordingly. Following delivery and assessment the literature recommends that the teacher has a direct role in the evaluation of the learning with a view to identifying areas for improvement. Critically these improvements should feed into the teaching cycle at the planning stage so as to complete the cycle and allow for continuous improvement. “The teaching cycle is a continuous process” ( Wilson, 2009, pg 15) In addition to improvements in the teaching process, evaluation allows the teacher to learn, develop and improve their teaching skill and obtaining feedback therefore forms another responsibility of the teacher. 3. Summary of findings Having reviewed the available literature the author believes his role, responsibilities and boundaries in the delivery of training for a number of high profile public sector organisations is not always properly established or expressed. In particular the responsibility for assessment is not always clear and as a result, on occasion, not undertaken. Similarly, although evaluation to the level of reaction to learning is undertaken, the responsibility for more thorough evaluation and subsequent feedback into the planning and delivery stages is not occurring in line with good practice. “The establishment of good practice means a repeated cycle of preparation, teaching and review” ( Minton, 2003, pg 5). The result is an incomplete cycle that does not allow for continuous improvement and this approach will now be addressed with current clients 4. References Curzon, L. B. (2003) Teaching in further education, 6th edition, London, Continuum. Minton, D. (2003) Teaching skills in further and adult education, revised 2nd edition, London, Thomson Walklin, L. (1994) Teaching and learning in further and adult education, 3rd edition, Cheltenham, Stanley Thornes (Publishers) Ltd. Wilson, L. (2009) Practical teaching, A guide to PTLLS & DTLLS, 1st edition, Andover, Delmar Cengage Learning.