Topics: Assessment, Educational psychology, Education Pages: 12 (5293 words) Published: October 27, 2014

CHAPTER ONETeaching and Learning
Adult Learning
They are aged 16 and above and do the courses for many reasons such as: further education, work-based, adult and community learning centre, etc in order to learn for their own benefits or to enhance their job role. Here is some important aspects of adult learning you should consider: Adults are more confident to ask questions and challenge theories. If you cannot answer their questions, say you will find out and make sure you do. So be Honest and Admit your mistakes. Adults are keen to tell you how they have learnt from their mistakes. Always plan tasks in logical order; relating theory to practice and involve learners with discussions of their own experiences; recap and summarise topics, repeat key words and ask questions to check learning; try not to do too much or complicate your delivery; keep things simple. Adults usually arrive on time, have the necessary materials. However, you need to consider personal circumstances. If a learner arrives late, smile and welcome them, give them time to settle down and tell them what you are doing at the moment. You can be on first-name terms with adults and have an informal delivery style. Treat adults as adults-they are not children.

In special circumstances, treat them as individuals.
When giving homework, make sure you give clear target dates. Sometimes, you need to check their progress by making phone calls or exchanging emails with them. In conclusion, adults should be treated with respect and be given credit for their experiences along with more responsibility and trust. Ground Rules

All learners require boundaries, so it helps everyone know their limits. You as a teacher, should be organised and professional; be on time; state what’s going to be delivered; recapping points along the way and summarise at the end. Here is the list of examples of ground rules you should set for your class: Arrive on time;

Switch off mobile phones;
Be polite and courteous to other learners and the tutor;
Don’t eat and drink in class;
Listen attentively;
Return punctually from breaks.
What can you teach?
If you are not sure what to teach, you can think of a hobby you would like to teach others, and the course relating to it. After finishing the course, you should keep up to date with your subject specialism by subscribing to trade journals, researching via the Internet, attending courses and networking with others. This is called Continuing Professional Development (CPD). How can you teach?

Plan your session;
Asses your learners;
Evaluate yourself and your delivery;
Make a visual recording of a teaching session and watch yourself afterwards. As a new teacher, use your own special method of teaching such as: lecturing, reading from a book or writing information on the board.

Rules, responsibilities and functions of the teacher
Completing attendance records;
Maintaining records of learner’s progress;
Having a duty of care for learners;
Inducting learners to the organisation and course;
Carrying out one-to-one tutorials and reviews with learners; Following professional values and ethics;
Acting and speaking appropriately;
Standardising your practice with others;
Attending meetings;
Preparing delivery material and making work;
Attending promotional events and exhibitions;
Referring learners to other people or agencies when necessary. You need to receive an induction to the organisation and details of your role and responsibilities. Your personal file:
Set up a course file, it will contain all the documentation you need to deliver your course and this will include: your syllabus, scheme of work, session plans, hand outs, assignments and activities. Set up a learner file, it will contain all records relating to each of your learners, should be in alphabetical order and will include: application forms, interview notes, initial assessments, action plans, tutorial and review notes and assessment records. Have a...
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