Dttls Unit 2.1 Continuing Personal and Professional Development

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Continuing Personal and Professional Development

Task 1:

The role of a teacher has changed considerably over the years in the past the teacher may have been perceived as being the fountain of all knowledge and the purveyor of information. I would like to think we are still the fountain of all knowledge but the way we deliver our courses has changed considerably. We no longer stand at the front of the class with rows and rows of learners sitting waiting for us to transmit the information to them.

As a teacher we are now the facilitator of knowledge. Our job is to guide the learners and allow them to take responsibility for there own learning. We are less likely to have students in rows in front of us and more likely to have them working in groups or researching in the learning centre. (Ian Reece &Stephen walker p.3)

As for our individual roles I believe they can be broken down into the following

Instructor – this is when the teacher is delivering a certain part of the course by instructing the learners. In my job role this could be me telling my learners how to use a tool correctly.

Friend – this is a role that can be very advantageous but you need to be aware of the boundaries and ensure that the learners are too.

Councillor – you may find a teacher that one of your student need advice and guidance this could be on an educational subject or home or financial issues. It would then be your responsibility to advise the learner as best you can and seek guidance if necessary.

Parent – this can be in a role similar to the councillor but also in reference to Eric Bernes Transactional analysis. When communicating with your learner you could find yourself slipping into this role.

Role model – when delivering any course the teacher is trying to inspire the learners and one way of doing this is to be a role model. By presenting yourself well to the learners and demonstrating how this subject and the choices you have made has help you achieve in your life. This may inspire your learners.

Motivator – unfortunately not every learner gets out of bed in the morning and are as motivated as we would like them to be so it is our job to motivate them.

I believe as a teacher you have got to have the right balance of all of the different roles. I think you should always be a role model to the learners and motivate the learners as much as you can but the learners have got to have some of there own motivation.

When looking at Berne’ TA we can change between parent, adult and child mode. I believe as a teacher you my have to act as the parent some times but it is better to try and communicate adult to adult. Berne E (1964)

The four reflective models I have chosen to Review are:

Kolb
Gibbs
Johns
Rolfe et al

The first thing I am going to do is to break down the three reflective models and explain how they work. I will then compare them and discus the reflective model that I use in my teaching.

I am going to compare the three learning cycles as if I am reflecting on my own lessons and practices.

Kolb’s Reflective Cycle

Kolb has developed a theory of experimental learning that has given us a useful model to develop as a teacher or as a learner. This is known as the Kolb Cycle, the learning cycle or the experimental learning cycle. The cycle is made up of four different stages that you can see in the diagram below.

The learner can slot in at any of the four stages but must complete the full cycle for successful learning to take place.

The steps are:

www.ic.arizona.edu/ic/edtech/eddm/kolbcycle.jpg

Concrete experience is about when we are actually doing something or having an experience. When teaching this would be me delivering a lesson or a one to one with a learner.

Reflective observation is where the learner reflects on his or her own experience. We have all finished a lesson and thought to ourselves “that went well” or “that didn’t go so well”...
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