Unit A Roles Responsibilities And Re
Student: Mohammed Patel
Tutor: Geoff Hughes
Roles, responsibilities and Relationships in Lifelong Learning
All people irrespective of age have different learning styles. All learning styles are influenced by their personality, culture, career choice, and current job role. Teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.
Research conducted by the Lifelong Learning UK (LLUK) shows that ‘identifying needs’ is the first step in the training cycle which is made up of 6 activities:
Identifying Needs
Planning
Designing
Facilitating
Assessing
Evaluating
My role of organising, developing and delivering training and development programmes starts by identifying the learners’ needs. I carry out an initial assessment of all learners, by sending them a pre training questionnaire. Based on the answers, I tailor each session according to the ability of all learners in the group, ensuring the material is engaging, relevant to the subject area and meets the needs of the learners.
I carry out further evaluation of learners’ needs and learning styles on the first day of the course. I believe this evaluation encourages two-way communication during the training. “A teacher who understands what helps a learner to learn will be a better teacher because they recognise differences and are prepared to alter their teaching to suit those differences” (Willson, 2009 ,10).
In order to facilitate learning, I maintain a professional relationship with learners at all times and try no to become too personal with them. I value them as individuals and support them. There are boundaries and limitations. “Boundaries are about knowing where your role as a teacher stops and working within the limits of that role” (Gravells, 2012,14).
It’s imperative that I maintain a professional relationship with my co-workers and fellow professionals. I ensure I remain professional when in contact with others and do not overstep
Tutor: Geoff Hughes
Roles, responsibilities and Relationships in Lifelong Learning
All people irrespective of age have different learning styles. All learning styles are influenced by their personality, culture, career choice, and current job role. Teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.
Research conducted by the Lifelong Learning UK (LLUK) shows that ‘identifying needs’ is the first step in the training cycle which is made up of 6 activities:
Identifying Needs
Planning
Designing
Facilitating
Assessing
Evaluating
My role of organising, developing and delivering training and development programmes starts by identifying the learners’ needs. I carry out an initial assessment of all learners, by sending them a pre training questionnaire. Based on the answers, I tailor each session according to the ability of all learners in the group, ensuring the material is engaging, relevant to the subject area and meets the needs of the learners.
I carry out further evaluation of learners’ needs and learning styles on the first day of the course. I believe this evaluation encourages two-way communication during the training. “A teacher who understands what helps a learner to learn will be a better teacher because they recognise differences and are prepared to alter their teaching to suit those differences” (Willson, 2009 ,10).
In order to facilitate learning, I maintain a professional relationship with learners at all times and try no to become too personal with them. I value them as individuals and support them. There are boundaries and limitations. “Boundaries are about knowing where your role as a teacher stops and working within the limits of that role” (Gravells, 2012,14).
It’s imperative that I maintain a professional relationship with my co-workers and fellow professionals. I ensure I remain professional when in contact with others and do not overstep