Role,_Responsibilities_and_Bounderies_in_Teaching

UNIT 1 LEVEL 4 Question 1 Summary This question is asking me to review my role, responsibilities and boundaries as a teacher in terms of the teacher/ trainer cycle teaching business studies. In the first instance we identify the teacher/ trainer cycle as:- This is referred to as a training cycle as it starts with identifying needs and takes us through a cycle to completion of task, finalising with evaluation to help me as tutors to continually improve. * Identifying needs and planning. I as a tutor am responsible for identifying the requirements of the business studies course to be delivered, the needs of the learners, the teaching environment, preparing a scheme of work and session plans to deliver and meet the required needs of the individual and the group. The needs of the individual learner are paramount. To identify the needs of the course I would refer to the syllabus or training required to be delivered, and from this build a session plan. In delivering that lesson plan I would refer to Gagne’s 9 instructional events to build the lesson and ensure consistency in approach. 1. Getting attention - introductions, icebreakers. 2. Informing learners of the objective of the lesson (expectancy) 3. Stimulating recall of prior learning – recap and question the previous lessons objectives. 4. Presenting the stimulus (selective perception) delivering he session. 5. Providing learning guidance (semantic coding) 6. Eliciting performance (responding) through interactive learning. 7. Providing feedback (reinforcement) 8. Assessing performance (retrieval) questioning at the end of the session. 9. Enhancing retention and transfer (generalisation) For the learning needs of the students I would need to assess the students individually and as a group, I can achieve this by issuing individual questionnaires at the start of the course to establish their many individual needs, including learning barriers such as dyslexia, hearing difficulties or visual impairment. In order to identify their preferred learning styles, I would Issue them with a learning style questionnaires, or an online VARK questionnaire at www.vark-learn.com . What are their learning preferences' Are they Visual' Aural' Read / Write' Kinaesthetic' (VARK). To identify the students needs as a group, and to establish a relaxed and integrated team I would use ice breakers. (Ice breakers can be used at different stages of the course, ‘Short and Sharpe’ for the first meeting by way of introductions or ‘Extended Ice Breakers revolving around games to encourage greater interaction between students.) All teams follow a pattern, Forming, Storming, Norming and Performing, (my aim is to get to norming and performing as soon as possible) Forming First meeting, nervous, unsure, will tend to lean on an obvious leader. Storming Members will gain confidence, challenge others in group, possibility of conflict. Norming Team moves into a cohesive state, resolved challenges and found their place. Performing Members are committed to their team members and their task. Boundaries can be set by legislation, my line manager, and my own professional standards. Legislative boundaries such as Health and Safety, Disability, Human Rights, Data Protection and Social boundaries. It is about knowing when I need to refer to a professional who is better trained and when it is no longer my responsibility, and to whom I would refer to, for example a college councillor, A finance advisor, a career advisor, as their tutor I am responsible for referring them on to the right support. Designing. Preparing the environment, suitable delivery resources and handouts In preparing the environment to establish a positive learning environment, I would need to consider the environment for students Environment | Example | Physical environment | Too hot, too stuffy, too bright, too dark, seating arrangements. | Social environment | As a group, peers, confidence, ground rules, ice breakers | Learning environment | Verbal / Non verbal Communication, delivery of subject | I need to ensure that the training room is comfortable and safe, and that all essential equipment is available and working. With new students I would use ice breakers to get the students to relax, and a session setting ground rules which they in turn would be more likely to monitor and control, as by setting rules them themselves they are more likely to own and adhere to them. Having been issued with a syllabus I need to design a session plan that addresses the syllabus that I need to teach, also that of my audience, and to address the social and learning environment. An Old Chinese proverb I hear- I forget I see- I remember I do- I understand In designing delivery I need to consider the communication styles:- One way (reception/ instructional learning) Two ways (the student can ask questions of tutor) Several ways (group interacts within the session) Also ensure that the seating is as required for my chosen lesson delivery. I further need to consider my students stimulation, Sensory Learning, we know that 75% is seeing, 13% Hearing and 12% is other. Having conducted questionnaires to identify students learning styles those of visual, auditory, read/write and kinaesthetic I now need to build my delivery to the needs of my audience. My aim being to try to meet the needs of the individual student where possible. My delivery needs to stimulate and create interaction so this may involve the use of handouts, group discussion, debate, white board, PC presentation, activities, and breakout sessions, creating debate and feedback to group to cement learning. And boundaries here might revolve around the venue, health and safety issues for example, the use of electrical equipment in delivery of course material. The session I have to deliver, Individual student needs, special equipment etc. * Deliver & Facilitating. Teaching and learning in a suitable manner Consideration of the fact I might be micro teaching or teaching a large group I need to aim to engage students in active learning rather than passive to engage and stimulate students. Prior to the start I must ensure the environment is suitable and the equipment is working. On opening the lesson I need to welcome the students, smile! And be aware of my body language. Consider as discussed an ice breaker, recap on last lesson with the use of open questions, (Who, What, Where, When and How) introduce the lesson and inform the students what the learning objectives are for the lesson. Deliver the lesson, use of activities where possible that are appropriate to the subject. Use of equipment such as PC’s, White boards.. I would use eye contact with all students and use to check understanding during delivery, watch their faces, are they smiling' Nodding' Or looking confused' I would look to the skills of students in the subject I am teaching, use mentors, pair better skilled students with lesser skilled students where possible in group work. I would use open questions to assess learning, encourage, and give particular time and attention to students with additional needs, discreetly. Issue praise where warranted, use the praise sandwich to address incorrect answers, build on student’s confidence. (A Praise sandwich is when giving feedback, firstly give positive feedback on their work, secondly give constructive feedback where answer may be wrong, then 3rdly/ lastly finish with praise. You start with praise to make student feel good, then guide where wrong, and finish on positive. Leaving the student feeling motivated) Boundaries here may be the limitations of the venue, individual students with additional needs. If using computers, legislation re use of computers as an example, again health and safety in the environment and with any equipment being used. * Assessing. Ensuring your learners have learnt the necessary skills and knowledge Assessing is an ongoing requirement and falls into many areas Initial assessment | Prior to commencing course establish is the student on the right path. | Diagnostic assessment. | Evaluation of the learners skills | Independent assessment | External assessors assess learners achievements ensuring quality, consistency | Formative assessment | Ongoing assessment through the session of the course | Summative assessment | At the end of the course, exam, pass or fail | I need to be clear on what I am assessing, the goals set for learning at the start of the lesson need to be SMART. Students and lecturer need to be clear. Assess as we go through the lesson. Assessment can be open questions, perhaps a test at the end of the lesson, group test or issue an individual question paper. On completion summarise main learning’s and ask open questions to assess actual learning by students. Boundaries here might be the special needs of individual students, dyslexia, short sightedness, lesser Capable and less confident students, and over confident students. * Evaluating. Obtaining feedback from the learners and evaluating yourself in order to modify, make changes to improve for the future On completion I need to evaluate the session I have conducted, did I get the lesson across as I had planned' Did the students achieve what I set out for them to achieve' This can be done in the form of a quiz, questionnaire to the student; I could design my own questionnaire to use at the end of a session, or the centre I am teaching at may have such material. I would ask the students what I could have done better. Evaluation can be conducted by external bodies; assessors may sit in on my class, also self evaluation, keep a log of all incidents, learning’s and mistakes and how you dealt with them. For additional information on Boundaries and future reference I could reference the following WEB sites, outside of that I would refer to the learning centre or my line manager. http://www.hse.gov.uk/services/education/index.htm http://www.teachers.org.uk/resources/pdf/law-and-you.pdf At all stages in my career as a teacher, I will need to develop and rise to all situations. Challenges both inside and outside of the classroom, use of the teaching cycle will aid that development. As well as the many other tasks a teacher has to manage outside of the classroom. -------------------------------------------- [ 1 ]. Training cycle ‘Preparing To Teach in the LFS ‘Ann Gravels page 28 [ 2 ]. Gagne’s 9 instructional events taken from hand outs in week 3 under Learning theories [ 3 ]. Achieving your PTLLs Award Mary Francis & Jim Gould page 24 [ 4 ]. Tuckman 1965 model of group development [ 5 ]. Achieving your PTLLs Award Mary Francis & Jim Gould page 24 [ 6 ]. Professional and personal boundaries from Achieving your PTLLs Award Mary Francis & Jim Gould page 10 [ 7 ]. Teaching environments from Achieving your PTLLs Award Mary Francis & Jim Gould page 16 [ 8 ]. Learning Styles Preparing To Teach in the LFS ‘Ann Gravels page 29 [ 9 ]. Sensory theory ‘Preparing To Teach in the LFS ‘Ann Gravels page 23 [ 10 ]. Active and passive learning from Achieving your PTLLs Award Mary Francis & Jim Gould page 86 [ 11 ]. Assessing learning by Ann Gravels in Preparing to teach in the LLS on page 74 [ 12 ]. For other web sites refer to Practical teaching a guide to PTLLS by Linda Wilson page 22