Gravell's writes that the role of a teacher is varied. Aside from teaching he or she may find oneself coaching, counseling, training, assessing, mentoring, encouraging and supporting learners as and when necessary (2010, 8).
Similarly, as a MPGS soldier who is DIT qualified, I could also be called upon to teach a variety of subjects. For example, substance misuse, equality, diversity, health, security or law of armed conflict to name a few. Equally, as a non-commissioned officer, I could also be called upon to coach, counsel, train, assess, mentor, encourage and support any junior soldier or colleague in this role.
Gravells recommends teachers think about their role in terms of the training cycle or the teaching and learning cycle. For example, the training cycle consists of identifying the needs of both learners and the organisation they are a part of. This can be done using initial assessments. This is followed by planning using a scheme of work and session plans. Planning is followed by the designing stage – resources, presentations, handouts and activities. From planning the next step is facilitating, which includes teaching and learning approaches and supporting learners. After the facilitation stage comes the need for assessment. This is to include checking performance, knowledge and giving feedback. The final step of the training cycle is the evaluation stage and includes an evaluation of the learners, the programme, any external requirements and the teacher’s own continuous professional development (CPD) (Gravells 2010, 8).
In my teaching role I would refer to my line manager and the MATT (military annual training test) guidelines for the subject I am required to teach in order to identify both the organisation and learner's needs. Using this information I would plan a scheme of work and session plans and design the resources required to deliver the objectives. Depending on the lesson this would involve producing the resources required to deliver...
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