Review_Your_Role,_Responsibilities_and_Boundaries_as_a_Teacher_in_Terms_of_the_Teacher_Training_Cycle

Review your role, responsibilities and boundaries as a teacher in terms of the teaching/training cycle. One of the main and traditional responsibilities of a teacher is to ensure that all the students gain any qualification or skill they have come to achieve. In order to achieve that, a number of steps must be taken. In this cycle the learner is central and all revolves around him. Paramount are the needs of the learner. In order to achieve something the needs of the learner are to be assessed. These may be * What the learner HAS COME TO ACHIEVE * Their expectations * Any special needs e.g. if a learner has dyslexia helping by providing coloured paper or providing special materials to aid learning. * Any support needed in basic literacy, maths, learning difficulties * If the course is right for them * Health issues * Their qualifications and how long ago they studied * The different learning styles, objectives and goals. * Barriers to learning * Individual levels of self confidence and motivation A simple interview at the beginning of the course or an assessment form can be used to find out these individual differences, and then the lesson can be planned accordingly. When planning a lesson everything must be systematic and progress seamlessly to enable maximum learning. The teacher would look at what needs to be covered and give an introduction. Break the information into bite size chunks and cover specifics. Give an overview, progressing to a discussion in class drawing out ideas. This format will be aided by * Resources * Handouts * Use of IT * Discussions Gone are the days when the teacher was just required to teach. Now a teacher needs to be multi faceted. The aims of the course, and the learners, their different learning styles all are to be considered. A variety of teaching styles make the lessons absorbing, interesting and motivating. Other factors also come into play like the environment, place of study, health and safety, equal opportunities. Time plan needs to be considered e.g. what research the students need to do, what can be given to them in class. If we are taking an adult class there will be other priorities they have. They might be coming from a long day at work, might have family commitments or prior engagements. While carrying out the plan all these factors should be considered. In the beginning we mentioned the different learning styles and when in class resources should be used to facilitate the different styles. Having an interactive discussion motivates students, be prepared to adapt your plan and teaching strategy for differing abilities. Students need change and there should be awareness on the teachers’ part so that new motivational techniques are introduced to allow a seamless transition. While assessing it should be clear what is being asked, how much detail is required, what should be included in the answer and how long it should be' As all learners have differing abilities, their work will be variable. In one class there might be learners who have been in the workplace for quite long. There might be others who have just left school or some who studied a long time ago. Everyone will be bringing their own individual skills to the class which will reflect in their assignments. It is not only the tutor who assesses. There can be group work with peers and self assessments. Discussions should be positive and formative allowing the learner to develop. At the end of the course, learners and trainer evaluate how the course went. Areas to focus on include * If learners felt that objectives have been met * Style and resources used were effective * Did all the learners feel valued * Did all learners participate * Were the resources used effectively * How to improve teaching effectiveness This can be achieved by a feedback form or verbal feedback. Once the evaluation is complete the tutor can then improve on all aspects of his teaching. It is important to know that this is a continuous process and all aspects feed into each other. Also this process is carried out before every lesson where it revolves around the teacher with the student at its core. According to Fawbert (2003) The teaching and learning process is cyclical and each time you complete a cycle and prepare for the next, you should consider the evaluative data and then identify possible areas for improvement.  Roles and responsibilities of a teacher with regard to the teaching/learning cycle The key purpose of the teacher is to create effective and stimulating opportunities for learners through high quality teaching that enables the development and progression of all learners We said earlier that a teacher is multi faceted and requires various different skills to deal with a cohort of learners. Apart from the more obvious job description there should be accountability of your actions. Identify needs Roles * Negotiator * Assessor * Able to listen | Responsibilities * Talk to learners and find out their expectations. * Any special needs required * Have knowledge of assessment tools and ability to use results to prepare individual lesson plan. | L Plan Role * Manager * Planner * Regulator * Risk Assessor * Teacher * Course organiser * Resource planner | Responsibilities * Plan effective lessons * Make lessons to suit individuals within a group * Plan activities according to varied learning styles * Plan for contingencies * Health and safety * Equality and diversity * Comply with FE regulations * Cover syllabus * Certification * Plan for resources and material e.g. handouts | Implement Role * Tutor * Personal development trainer * Disciplinarian * Supporter * Guide * Motivator * Promoter * Professional * Facilitator * Confidence builder | Responsibilities * Professional judgement to take account of changing needs * Provide tutorial support to learners * Aid learning as a team and enhance learner experience * Promote learning to aid personal development * Variety of techniques to aid learning styles * Determine ground rules in class * Keeping in view the social and cultural diversity. * Sensitivity to any prevailing issues * Use of various resources and material * Adapting materials for inclusiveness * Knowledge of current legislation and laws with regards to teacher /learner relations * Differing teaching styles to motivate and refresh students * Maintain professional standards * Codes of practice * Risk assessment * Health and safety | Assess Roles * Councillor * Curriculum planner * Course evaluator * Student assessor * Confidence builder * Reviewer * Inspirer * Confidante * Mentor | Responsibilities * Devise a range of assessment activities to suit the range of learners * Use assessment activities which give accurate and measureable results * Results should be valid and reliable * Review goals and needs with learners on a regular basis * Provide constructive feedback * Facilitate opportunities for learner feedback * Assess learner performance * Review curriculum * Build confidence * Monitor progress * Keep records | Evaluate Roles * Researcher * Team builder * Assessor * Course evaluator * Professional development | Responsibilities * Evaluate how the course went * Review how improvement could take place * Assess feedback * Continue research to aid personal development * Collaborate with others for team development | These are a list of the various roles a teacher plays in the lives of a learner and all are equally important. These have to coexist in order for the relationship to progress and goals to be achieved. Specifically in my role as a TESOL teacher I would be required to be all the above as the students might be new to the country and have other issues as well. I should also have some knowledge of the social and cultural differences and issues in order to guide the learners to specific departments if need be and also so that I do not unintentionally offend. Boundaries Even though these are a lot of roles for any one person and after listing them one would think that a teacher is a learners best friend, yet that is not so. The purpose of these roles is to aid the learner to achieve his goal efficiently, effectively and to the best of his ability. One can think of the teacher as a friend yet not friendly. The learner may approach the teacher to ask for assistance and it is the social and moral duty of the teacher to aid the learner best as he can, which may be to guide him towards other professional providers who may be able to assist him more effectively. There are boundaries to this relationship. Professional helps e.g. Security, social services, Manager Student services etc should be asked for if the teacher believes that * someone is at risk * Any personal information/privacy/confidentiality is being breached * An illegal action is planned or is taking place * Trainer does not have the experience or training to manage the situation Regarding relationship with a student, Petty advises ... Don’t try too hard with rapport ……… your students don’t want you to become a best friend or confidant.  They have these already.  All they want is that you should be effective in your teaching and classroom management, that you should be approachable, and that you should have a genuine interest in their learning.  Bibliography Internet; accessed 28 April 2010 - New professional standards for teachers tutors and trainers in the lifelong learning sector pg2 Internet: accessed 28 April 2010 - Guidance for awarding institutions on teacher roles and initial teaching qualifications 2007 version 3 - pgs 11 to 15 Petty.G 2009 Teaching Today fourth Edition, Nelson Thornes Ltd. Fawbert, F, 2003, Teaching in Post-compulsory Education, Learning, Skills and Standards, Bodmin, Continuum.