The teaching and learning cycle (Gravells, 2011:7) should be a primary tool of any teacher. It is not, however, the only tool needed if we are to fulfill our roles and responsibilities in the field of learning. Nor can we create or maintain effective boundaries or surmount external challenges to teaching without a full understanding of the purpose of, and how to use the teaching cycle.
“Identifying Learning” needs using questionnaires, discussion or other methods, is essential to “Planning Learning”. Preparing session plans to cover syllabus requirements is essential to “Enabling Learning”. This is an example of the first three stages of the cycle in practice, thereby illustrating how one step of the teaching cycle leads to the next. However, without the consideration and utilization of the theories of Maslow (1987), Kolb (1984), Fleming (2005) and Honey and Mumford (1992), the results acquired at the assessment and evaluation stages of the cycle and the impact of those results will not be indicative of the ability of the learners or the effectiveness of the teaching cycle.
Our roles as teachers are made up of many facets including mentor, facilitator, coach, assessor, motivator, leader and administrator. Our responsibilities are just as numerous including being professional, establishing boundaries, creating a safe, positive, inclusive environment for learners and fulfilling legal and moral obligations dictated by legislation and/or a Code of Practice.
Some responsibilities can be deduced from, or connected to, our roles. For example: preparing resources (=role) can be linked to creating a safe and inclusive learning environment (=responsibility). This role and responsibility is supported by Maslow’s definition of “deficiency needs” (Allan, 1989:94). If we also create professional boundaries for ourselves and our learners this further satisfies their... [continues]
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