Role_Responsibilities_and_Boundaries

Understand own role, responsibilities and boundaries of role in relation to teaching When considering my role, responsibilities and boundaries as a tutor within the terms of the Kolb cycle, the best approach is to break the cycle down into its five main areas and consider what I would do in each section. With the Kolb cycle you can start at any point. Identify Needs A teacher must transmit knowledge and skills in appropriate formats to students. You should review details of people attending as there may be people who have learning, physical, emotional or psychological difficulties. Prospective students should be asked to complete an initial assessment to help you identify possible needs. Following an initial assessment you can start to think about Individual learning plans (ILP) and prepare hand-outs or presentations in a format that is suitable for all students. People with learning difficulties don’t always make tutors aware of their additional needs so you should be able to pick up on some on these by reviewing the initial assessments. You won’t be able to help all students and you must adhere to professional boundaries; you can always refer a student to a specialist agency. The teacher should identify where the session is to take place, and visit if practical. Are resources required' If so, ensure they are available and are in full working order. Plan and Design Following the initial assessment you can put together a scheme of work that is interesting and incorporates visual, auditory and kinesthetic learning styles. Make sure time scales are taken into account. Prepare handouts and have available any other resources that may be needed. Deliver/facilitate Introduce yourself and provide a small amount of your teaching history. Remember to keep to professional boundaries; do not become over friendly with your students. Encourage your students to introduce themselves; this could be with an icebreaker activity. On the first session make your students aware of fire evacuation procedures and where the exits are. Explain location of facilities e.g. toilets, refreshments, and arrangements for break times. You should make all your students feel relaxed as this will encourage learning. Explain the session plan and what you aim to achieve by the end of the session. You can ask the students to create their own class rules that could include that all mobile phones should be set to silent. Allowing the students to contribute to the rules will help with the class boundaries. Remember that at all times remain calm. Use your observational skills during your delivery to help identify any potential issues. Assess Assess your students to gauge if they have understood the subject matter. Asking questions at the end of the session will be an early indication if they have understood. Follow up assignments will further indicate understanding. It is the teachers’ responsibility to monitor, evaluate and improve the quality and effectiveness of their delivery by taking into account learners’ changing needs. You should provide constructive feedback to encourage students in their learning. Recording your students’ achievements will help to evaluate future lesson plans. Evaluate Discussion and presentation of lesson sheets provides the opportunity to identify changing needs and re-evaluate the structure and delivery of the course. This evaluation may lead to a change in the next lesson or when the subject is next taught, so the process is cyclic.