Role,_Responsibilities_and_Boundaries

TA1 Role, Responsibilities and Boundaries In terms of the teacher/ training cycle, my role, responsibilities and boundaries as a teacher/ trainer are as follows. Identify Needs Ensuring that the needs of the learner are identified through effective enrolment and initial assessment methods. Any gaps in the learners’ knowledge should be acknowledged and incorporated into the session plans. Schemes of work and session plans will include the overall needs of individual learners, the syllabus and of the organisation. It is important to clearly identify learners’ needs because even when tutors have the benefit of published curriculum guidelines, they need to find out about the specific needs of their students and use this knowledge to assist in their planning (Daines, Daines & Graham, 1988, p18) Plan and Design Preparing an induction for learners, writing a scheme of work, writing a session plan, preparing handouts and ensuring there are adequate resources are all part of the planning and design stage of the teacher/ training cycle. The role of the teacher/ trainer is to produce effective resources and plans, which engage the interest of learner, enabling them to reach their full potential. Deliver The role of the teacher/ trainer is to make learners’ feel comfortable in a classroom environment. To do this, ice-breakers could be used as part of the first session. It is the responsibility of the teacher/ trainer to ensure that the chosen subject is taught in a suitable manner, whilst motivating learners and maintaining their interest. Part of the teaching may include demonstration, linking theory to practice and monitoring group work. Apart from making sure learners are comfortable in a classroom environment, the teacher/ trainer should be well prepared, confident in their subject knowledge and able to answer questions that arise. They are also responsible for keeping control of the timing of the session, starting on time, not allowing the session to over-run and incorporating breaks if necessary. Learners also need to feel that the tutor is approachable, as this will encourage participation and enable them to discuss any course related issues that may occur. Assess Assessment serves many different purposes. It can grade the attainment of learners, help to select candidates for jobs or future courses, contribute to evidence on the effectiveness of the course and teachers and provide a goal for learners. (Petty, 1993, p401) The role of the teacher/ trainer is to read students’ homework, observe students carrying out tasks and marking assignments. Quizzes may also be used as part of the process in confirming learners have acquired the necessary knowledge and understanding in the area being taught. Evaluate The teacher/ trainer would obtain learners’ feedback through discussion and feedback forms. From this, any changes, strengths and weaknesses or ways of doing certain things differently will be identified. This process enables the teacher/ trainer to make adjustments and improvements for the next course. It is also the responsibility of the teacher/ trainers to not only evaluate the course content, but to evaluate their delivery of the subject. The role of a teacher/ trainer also includes, completing a course register, establishing ground rules with learners’, maintaining records of individual learners’ progress and uphold a professional work ethic. The responsibilities of a teacher/ trainer range from ensuring that they are working to a high standard, otherwise they are not in a position to expect the same from their learners’. Ensuring that they have the required skills and knowledge for the subject they want to teach and considering all learners’ as individuals. The boundaries when working as a teacher/ trainer include not being over familiar with learners’ or becoming involved in personal issues. Contact with learners’ should be on a professional basis only. Teacher/ trainers also have a duty of care to protect learner’s and themselves avoid one on one situations that could be deemed inappropriate. (636 words) Bibliography Daines, J. Et al., 1988, Adult Learning Adult Teaching. Third Edition. Cardiff. Welsh Academic Press. Petty, G. 1998, A Practical Guide Teaching Today. Second Edition. Cheltenham. Nelson Thornes Ltd. From Usefulwiki Jump to: navigation, search .