According to Minton (2003) establishment of good practice in teaching means a repeated cycle of preparation, teaching and review”. “Teaching is a continuous process which follows a series of steps to ensure effective learning and (Wilson, 2009). There are five steps in the teaching/training cycle; identifying needs, planning/designing, facilitating, assessing and evaluating. Teachers have a role/responsibility and boundaries. Each step in the cycle requires specific roles and responsibilities of the teachers to enhance the overall results. Similarly at each stage the teacher has to perform within certain boundaries.
Figure: The Teaching Cycle
The foremost responsibility of the teacher is to identify the needs of those learners before the course starts. According to Walklin (1994) “A needs analysis is client-centred and may include training needs related to an individual, group, industrial or commercial enterprise institution or other external agency”. Generally every student has some common needs such as the need for good lighting, heating or a chair to sit on, etc. But their are certain individual needs, normally such needs are assessed by the help of the information gained from the student enrolment form. Such needs include learning support for students with learning difficulties Minton (2003) argued that “these needs are less tangible or observable and there for more difficult to analyse”.
Once the needs of the learner are identified, it is the role and the responsibility of the teacher to ensure that these needs are met effectively. While planning and designing the scheme of work, lesson plans, presentations and handouts the teacher should keep in mind generalised and individual student needs. As every learner has a different learning style, teacher should also consider the methods of teaching that will best suit the learners and the size of the group. There are many tangible and intangible boundaries that will affect the teachers planning such as the location of the room, resource availability, and restrictions on the course content, etc.
Another vital role of a teacher is that of a facilitator. It is his/her responsibility to put into place all of the plans they have made based around learner and course needs to make learning a positive experience. The teacher must ensure that the room layout is conducive to the teaching method that they have planed to use, that there is adequate light, heat, chairs and tables and that all of the equipment including Information and Communication Technologies (ICTs) and any handouts are available. Teachers should include visual, auditory and kinaesthetic teaching in order to aid different learning styles. Teachers will come across boundaries whilst facilitating such as needs that were not previously identified, room changes that are forced upon them and equipment failure.
In terms of assessment, it is the responsibility of the teachers to choose and carryout an assessment technique that can provide a just, unbiased and true picture of students learning and progress. It will also help in evaluating the success of teachers that who effective their efforts were. All teachers must keep records of assessments and achievements of students and provide positive and constructive feedback to them. Sometimes the assessment technique and timings are dictated by the awarding bodies which are an obvious limitation to this role of the teacher. In addition assessment should be designed according to the subject matter, learning style of the learners and policies of the award provider.
After the course has been planned, delivered and assessed it is the role of the teacher to reflect and evaluate the course as a whole. Evaluation allows the teacher to learn, develop and improve the course and their teaching and receiving feedback is an important part of this process. According to Curzon (2003) the assessment and evaluation of student learning performance is often a matter of...
References: ASEC (2010). http://www.asec.net/tses/referral.htm (accessed on 30/04/2010)
Curzon, L. B. (2003) Teaching in further eduction, 6th edition, London, Continuum. P 412
Gravells A. (2008) Preparing to Teach in the Lifelong Learning Sector 3rd edition, Exeter: Learning Matters Ltd. P. 513
Minton, D. (2003) Teaching skills in further and adult eduction, revised 2nd edition, London, Thomson. P. 5
The Department of Children, Schools and Families (2010) http://nationalstrategies.standards.dcsf.gov.uk/node/41710 (accessed on 30/04/2010)
Walklin, L. (1994) Teaching and learning in further and adult eduction, 3rd edition, Cheltenham, Stanley Thornes (Publishers) Ltd. P. 109
Wallace S. (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector 3rd edition, Exeter: Learning Matters Ltd. Pp. 67-68
Wilson, L. (2009) Practical teaching, A guide to PTLLS & DTLLS, 1st edition, Andover, Delmar Cengage Learning. P. 15
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