Review What Your Actual or Perceived Role, Responsibilities and Boundaries Are as a Teacher in Terms of the Teaching Cycle
Pitty 2
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
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
References: and Works Cited Avis J, Fisher R & Thompson R (2011) Teaching in Lifelong Learning –A Guide to Theory and Practice (2nd edition), Maidenhead, Open University Press Pollard A (2003) Reflective Teaching: Evidence Informed Professional Practice (2nd edition), London: Continuum Race P & Pickford R (2007) Making Teaching Work – Teaching Smarter in Post-Compulsory Education (1st edition), London: SAGE Publications Ltd