The role of the teacher can be described as a cycle of fives processes. With any cycle it is possible to start at any point, but to be effective all the elements must be completed. The cycle is:
For simplicity the cycle is described from 1 to 5.
The first thing a teacher must do is identify the needs of the learner. For example, do they meet the expected entry requirements? Some may also have special needs, such as dyslexia or need for specialised equipment. This can usually be done at the initial interview or assessment. However, identifying needs isn’t only in relation to the learners as it will need to reflect the environment you will be teaching in and what resources are available.
During the Plan and Design phase you will know what the syllabus is for the awarding body. This will enable you to plan your schemes of work and lesson plans, plus any Individual Learning Plan for learner/s that have been identified from the initial assessment. It is possible that learner’s may require adaptations to handouts such as large print, or have them printed on coloured paper. Gravells suggested that ‘When teaching to groups, you should enable all individuals to play a part in their learning’ (2008, p39) If it is a new course with new learners who have never met before you may want to start with an icebreaker activity, to encourage collaborative learning
During the Delivery/facilitation phase it is necessary to make sure you plan your teaching to reach all types of learners, by adapting delivery to the three major learning styles. These are Aural (hearing), Visual (seeing) and Kinaesthetic (doing). By finding out the learning style of your learners you can create a learning environment where the learner is more motivated, as the delivery matches their preferred style. Using a variety of resources can enable improved achievement. It is also important to check the layout of the room to ensure you keep the learners focused.... [continues]
For simplicity the cycle is described from 1 to 5.
The first thing a teacher must do is identify the needs of the learner. For example, do they meet the expected entry requirements? Some may also have special needs, such as dyslexia or need for specialised equipment. This can usually be done at the initial interview or assessment. However, identifying needs isn’t only in relation to the learners as it will need to reflect the environment you will be teaching in and what resources are available.
During the Plan and Design phase you will know what the syllabus is for the awarding body. This will enable you to plan your schemes of work and lesson plans, plus any Individual Learning Plan for learner/s that have been identified from the initial assessment. It is possible that learner’s may require adaptations to handouts such as large print, or have them printed on coloured paper. Gravells suggested that ‘When teaching to groups, you should enable all individuals to play a part in their learning’ (2008, p39) If it is a new course with new learners who have never met before you may want to start with an icebreaker activity, to encourage collaborative learning
During the Delivery/facilitation phase it is necessary to make sure you plan your teaching to reach all types of learners, by adapting delivery to the three major learning styles. These are Aural (hearing), Visual (seeing) and Kinaesthetic (doing). By finding out the learning style of your learners you can create a learning environment where the learner is more motivated, as the delivery matches their preferred style. Using a variety of resources can enable improved achievement. It is also important to check the layout of the room to ensure you keep the learners focused.... [continues]
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