Review What Your Actual or Perceived Role, Responsibilities and Boundaries Are as a Teacher in Terms of the Teaching Cycle

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Review What Your Actual or Perceived Role, Responsibilities and Boundaries Are As a Teacher In Terms Of the Teaching Cycle

The teaching cycle is a systematic way to approach teaching. It starts with establishing both the needs of the learner and the organisation, following through to final evaluations and assessment, of both the learner and the session/course. It is broken down into five stages * Identifying needs

* Planning learning
* Enabling learning
* Assessing learning
* Quality assurance and evaluation
All stages must be addressed but it is a continuous, on-going cycle that is essential for teaching and learning to be effective. To ensure learning can take place it is essential to identify the needs of both the individual learners and the organisation. This could be done by reviewing prior achievements and progress records. Designing and implementing an initial assessment e.g. application form or interview to gain information is a useful tool. Information that could be gained from this could include preferred learning styles; the learner’s prior knowledge and experience and any specific needs that the learner may have arising from physical or learning disabilities. It is the role of the teacher to ensure that these initial assessments and interviews are carried out and that any challenges to learning are identified in advance as without adequate and appropriate planning are difficult. The teacher also has a responsibility to ensure that all organisational requirements are met. Once the needs have been identified then the teacher can enter the planning stage and armed with the above information ensure that lessons are planned and the needs of all the learners are met and that the classroom is a safe, suitable and positive environment. Without the above information then the style of learning, pace and environment may all short for a number of students to learn to their full potential and learners may become disengaged and fail. For example planning a course laden with very intense theory would not engage and stimulate a classroom full of kinaesthetic learners or a PowerPoint presentation with words on a white background may make it a challenge for dyslexics to follow. Differentiation can be used if adequate and accurate information is harvested. Race P and Pickford R suggest that “If we can efficiently and effectively ensure that content is interesting, tasks are stretching without being threatening and delivery methods are suited to individual needs then learners are more likely to engage in deep and meaningful learning”. Race P and Pickford R (2007, 124) Pitty 3

The teacher must be responsible for agreeing individual learning plans to ensure this. Logistics are also the responsibility of the teacher. Risks assessments should be carried out and any Health and Safety issues dealt with. Schemes of work and lesson plans must be devised and any resources are provided and ensure that all objectives are SMART. A further responsibility of the teacher is that all preparation is based on knowledge of the relevant syllabus or qualification handbook to ensure that all aims and objectives that are required are being met. In order to enable learning a range of teaching strategies should be integrated into effective planning to ensure that the delivery of the course facilitates the learning of all based on their individual needs. An important role of a teacher is to teach in an inclusive and engaging way and being enthusiastic, passionate and knowledgeable about the subject will stimulate learners in the classroom. Being qualified to teach the subject is essential and following the awarding organisations requirements is essential to the success of the learners is a major responsibility. Lack of either could lead to failure of the learners. An in-depth knowledge of the subject is essential to appear confident to the learners and...
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