Your main role as a teacher should be to teach in a way that involves and engages your student every session. You should also make sure that each individual is learning with consistent assessing of their progress and keeping records of this, to help we have a teaching and learning cycle (Gravells, A. 2012).
The teaching and learning cycle This is called a cycle as you may start at any point and continue but all of the points must be completed to be successful. The five points are: * Identify needs
* Quality assurance and evaluate
Identify needs: information is needed in order to find out what both yours, and your prospective student’s, needs are. This should be gathered and processed before you start to teach. When learners enrol, general information about that person can be used to help us and to help them, for example, if the new learner has disclosed that they have any disabilities such as ADHD, Autism, and Dyslexia or need any specialist equipment. Initial assessments can also give us some additional information such as present skills, knowledge also identify individual learning styles. You will need to know your own boundaries within your personal teaching role, for example, it may be possible that you have to know when to refer a learner to a professional within your teaching, environment; this could be to student services, a specialist in a specific disability, counsellor or an agency for further assessment or help. If you don’t take this action and try to deal with a matter like this yourself, it may lead you to become too personal with your learners. You might think you are doing the right thing but a specialist in the certain area will be able to deal with this efficiently and professionally. This is to ensure you meet the needs of the individual learner. With this information you have gathered you will then be able to see what resources, rooms, times are available for you to use and when. Ground rules are also very important to establish straight away. A good way of doing this is by asking your learners to give their opinions, on why rules should be in place, and what rules there should be, and of course the ground rules that have to be in place. Planning: When you have chosen your course that you wish to teach, the governing/awarding body for that course will have a syllabus, the contents of this will need to be covered. To do this, careful preparation in the form of session plans and schemes of work will need to be designed. This will give detailed information on what every session will consist of giving detailed aims and objectives which will need to be achieved by the end of the class, what equipment will be used and how long to spend on each subject. These plans you have made will have a structure, so for instance, your first lesson will be an induction to the course health and safety matters such as taking a register of learners, fire protocol, introducing yourself and have learners do the same. Fun ways of doing this can be conducted and is usually known as an icebreaker; this eases the learners and makes them more comfortable. You may need to speak with colleagues to arrange certain matters or even liaise with professionals from outside of the environment we work in. You will also need to make sure when all this planning is completed, that all the legislations generic and specific are followed, all of them are equally important, but for an example: * DATA PROTECTION ACT (1998):” it controls how your personal information is used by corporations or the government. Its rules require everyone who collects data to follow strict rules, and to keep your information safe.” Any information you collect about a student must be locked away which only you can access or your administration team and its teacher/student...
Bibliography: * Gravells, A (2012). Preparing to teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters.
* Direct.gov.uk (2012) Government Citizens and Rights, available at
http://www.direct.gov.uk/en/governmentcitizensandrights/yourrightsandresponsibilities/dg_10031451 (Accessed 29.10.2012).
* http://www.mendip.gov.uk (2012) available at http://www.mendip.gov.uk/CouncilService.asp?id=SX9452-A7801706 (Accessed 27.10.2012)
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