(a) Analyse your own roles and responsibilities in education and training
(fig 1) based upon the teaching and learning cycle as cited by (Gravells & Simpson, 2010) The roles of a teacher can be mapped closely to the teaching and learning cycle (Gravells & Simpson, 2010)and in each stage the roles are quite distinct but the overall objective of a teacher is to ensure the learner gains qualifications at a pace and learning style that is favourable to their needs. This should be achieved by abiding by the guidelines of the awarding body whilst allowing the learners to gain knowledge and skills that are invaluable for future life.
Some of the more common roles I conduct are planning the session delivery based upon the results of the initial diagnostic tools that we use and also the criteria set down by the program coordinator. My responsibilities in this phase are such as; prior to each teaching session I ensure that I am competent and knowledgeable enough to deliver the subject. I ensure that the lesson plan is linked to the scheme of work and differentiation should be implemented within. It is an essential part of planning to evaluate students learning, this is to ensure learning has taken place and to also highlight changes or adaptation to own delivery style. Another responsibility is to recognise the differences in learning styles and be prepared to alter their teaching to cater for the differences. There is a suggestion that ‘Sensory preferences influence the ways in which students learn - perceptual preferences affect more than 70% of school aged children’ (Dunn, Beaudry and Klavas 1989 pg 52) and this means that I have to plan my session so as to attempt to stimulate all the senses within my learners. To ensure that I plan the session delivery based upon this principal and use the information gained in the initial assessment, I can identify a learner’s particular learning style based upon the VARK principles (Gravells, 2014).
Another role that I conduct is that of assessor where I ensure that the learner is assessed in a way that is fair whilst also meeting the awarding organisations criteria. When meeting with a student for the first time we can establish what their concerns and apprehensions are and identify the types of additional support they may need (this could be social or learning needs). This is done with the use of the initial assessment but also with the use of an initial interview with the learning co-ordinator.
These findings then enable the teacher to plan around any identified needs; this can be managed by ongoing reviews and evaluations. We can also determine whether they have any learning difficulties or sensory impairments (e.g. dyslexia, dysphasia, visual or hearing impairments.) This is identified through an interview with the student followed by an initial assessment that gives an overall picture of where the student is in the specific subject.
Agnostic testing (Petty, 2009) gives an insight into a learner's understanding of basic skills, and is used to allow the teacher to target the areas of difficulty for the student. Another issue we should take into account is the cultural or religious needs of the student. This could allow pre planning of a timetable for the student being able to take into account specific prayer time etc.
(b) Analyse the relationships and boundaries between the teaching role and other professional roles. Professionalism requires teachers to maintain appropriate standards and fulfill our responsibilities to learners, institutions and colleagues; this is achieved by setting professional and personal boundaries, which will enable teachers to be clear about what their limits are and what their professional role involves....
Cited: Avis, J., Fisher, R., & Thompson, R. (2010). Teaching in Lifelong Learning: A Guide to Theory and Practice. Maidenhead: Open University Press.
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