My Role as a teacher
Other agencies I work with
Legislations in Education
5, 6 & 7
Creating a safe and supportive environment
8, 9 & 10
Methods of assessment
Micro teach proposal
17, 18 & 19
Lesson Power Point
Tutor and peer feedback
23, 24 & 25
My roles and responsibilities as a teacher
As stated by Further Education Teachers’ Qualifications (England) Regulations 2007,” the role of a teacher means a teaching role that carries the full range of teaching responsibilities (whether on a full-time, part-time, fractional, fixed term, temporary or agency basis) and requires the teacher to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies” As a teacher I hold full responsibility of the student’s I am teaching, but as a new teacher, my role will not mean I take on everything. The things I will take on will include; Setting homework,
giving feedback on work,
photocopying course materials,
discuss progress with students and their parents,
manage classroom behaviour,
plan, prepare and deliver lessons,
deal with behaviour issues and
Lock up and secure resources at the end of the session.
Out of all these the main ones I consider to be important in my role include planning, preparing and delivering lessons. Planning lessons is a vital part of the role of a teacher and it needs to be of a high standard. Good lesson plans will include a coherent framework for smooth efficient teaching; it helps in the delivery of a confident, well organised lesson and provides a useful basis for future planning. Planning enables the teacher to do the lesson in a systematic way before they enter the classroom. Plans are projects that need to be implemented in a real classroom and as a teacher; I will be able to work on the spot in case things do not go to plan. Robertson. C, (2002) said that; things do not always go to plan in most lessons. It is useful when planning to build some extra and alternative tasks and exercises. They also need to be aware of what is happening in the classroom. Student’s may bring up an interesting topic or ask a really good question. In this case, it is appropriate to branch away from the plan. Jim Scrivener added that you must prepare thoroughly, but in class, teach the learners! Not the plan.
I feel that giving feedback is extremely important as a teacher. It helps students understand what they are learning and also gives them clear guidance on how to improve their learning. Bellon, et al, (1991) stated that ‘academic feedback is more strongly and consistently related to achievement than any other teaching behaviour...this relationship is consistent regardless of grade, socioeconomic status, race, or school setting’. Providing that students take the feedback on board positively, they should see an increase in assessment scores and enhance learning. In 1991, Phil Race, (British and educationalist developer) came up with the learning theory; Race’s ‘ripple’ model of learning. It was highlighted that feedback is extremely important and if it is not given, the ripples of learning, (as on a pond), continue and die out. In this respect, it shows that a student wants/needs to learn, they then do the leaning (teacher led), the student then digests what they have been taught (worksheets/assessment), they then get feedback from the teacher as to where they are in learning. If this feedback was not given, the student would not know if how they have digested teacher’s lessons is the correct way. There would then be no room for progression and learning would cease. Since it was first presented,...
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Bickel, Robert D., and Peter F. Lake. 1999. The Rights and Responsibilities of Modern Universities: Who Assumes the Risk of College Life?Durham: Carolina Academic Press.
Black, P. and D. Wiliam (1998). Inside the Black Box: Raising Standards Through Classroom Assessment, Phi Delta Kappan, 80 (2), pp. 1-12.
Brandon, Marian. Peter Sidebotham, Sue Bailey, Pippa Belderson, Carol Hawley, Catherine Ellis & Matthew Megson (2012) New learning from serious case reviews: a two year report for 2009-2011.
Denise Hartley (2009). PROTECTION AND SAFEGUARDING POLICY AND PROCEDURES FOR CHILDREN, YOUNG PEOPLE AND VULNERABLE ADULTS. [ONLINE] Available at: http://www.nelson.ac.uk/uploads/pdfs/policies/ChildProtection.pdf.
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Health and safety executive (1994) Essentials of health and safety at work (Third edition) Guidance HSE Books. Pages 2-3.
HM Government (2013). working together to safeguard children. [ONLINE] Available at: http://www.safenetwork.org.uk/getting_started/Pages/Why_does_safeguarding_matter.aspx.
Howell (2009). Setting ground rules. Available at: http://www.gracestl.org/.
Martens, R., (2004). Successful coaching. 3rd edition. Leeds : Human Kinetics.
Department of Children, School and Families, (2008). (DCFS) 14-19 Education. Routledge, pp.65-72.
Robertson. C, (2002). Teaching English. British Council. BBC. 5th March 2002.
Rodriguez-Falcon Elena, Marie Evans, Claire Allam, John Barrett, Dave Forrest. (2010). The inclusive learning and teaching handbook. Inclusive Learning and Teaching Project, University of Sheffield.
Street Games (2009), Active People Survey
The Education Union (2008). Staff and student confidentiality . [ONLINE] Available at: https://www.atl.org.uk/help-and-advice/school-and-college/staff-student-confidentiality.asp
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