Miss
Susan Jane Rishworth
DPS PCET
Module title: The Professional Teacher 1
EM40950
My Professional Teaching Journey
As I embarked on my professional teaching journey some ten months ago, my teaching skills could only be described as basic, perhaps more instinctive or intuitive, rather then informed; My knowledge of teaching methods, assessment tools, classroom language, learning environment, range of resources and teaching philosophy such as, Maslow’s hierarchy of needs, Behaviourists, Neo-behaviourists, Cognitive school, Bloom for example, was somewhat limited, therefore my journey has been intensive yet enriching and has undoubtedly improved my teaching practice. I am better equipped to meet my learners’ needs and effectively assess their progress continuously throughout the duration of their course.
Although I brought a plethora of skills with me from the many roles and responsibilities I have had over my working life, I have learnt many more during my teaching career however, these skills I brought with me have enabled me to meet my learners needs such as my organisation skills, communication skills and previous coaching/ training experience. My roles and responsibilities as a teacher are varied and sometimes complex it is far more then just standing at the front of a group of learners and lecturing on my specialist subject area.
“ We are charged with ensuring our learners gain their qualifications in a manner which is favourable to their own learning needs and those of the awarding bodies” (Wilson, L, 2008) Within my specialist subject area I have the opportunity to use a variety of teaching delivery methods and I am not confined to the classroom environment, with in Public Services we are given the opportunity to develop our learners skills and experience on trips and expeditions, this not only gives me the advantage of being more imaginative in my lesson planning, it also expands my
DPS PCET
Module title: The Professional Teacher 1
EM40950
My Professional Teaching Journey
As I embarked on my professional teaching journey some ten months ago, my teaching skills could only be described as basic, perhaps more instinctive or intuitive, rather then informed; My knowledge of teaching methods, assessment tools, classroom language, learning environment, range of resources and teaching philosophy such as, Maslow’s hierarchy of needs, Behaviourists, Neo-behaviourists, Cognitive school, Bloom for example, was somewhat limited, therefore my journey has been intensive yet enriching and has undoubtedly improved my teaching practice. I am better equipped to meet my learners’ needs and effectively assess their progress continuously throughout the duration of their course.
Although I brought a plethora of skills with me from the many roles and responsibilities I have had over my working life, I have learnt many more during my teaching career however, these skills I brought with me have enabled me to meet my learners needs such as my organisation skills, communication skills and previous coaching/ training experience. My roles and responsibilities as a teacher are varied and sometimes complex it is far more then just standing at the front of a group of learners and lecturing on my specialist subject area.
“ We are charged with ensuring our learners gain their qualifications in a manner which is favourable to their own learning needs and those of the awarding bodies” (Wilson, L, 2008) Within my specialist subject area I have the opportunity to use a variety of teaching delivery methods and I am not confined to the classroom environment, with in Public Services we are given the opportunity to develop our learners skills and experience on trips and expeditions, this not only gives me the advantage of being more imaginative in my lesson planning, it also expands my