How could a teacher/tutor establish and maintain a safe and supportive learning environment for their learners? What methods and approaches could be used to do this? Explain what a teacher/tutor could do to promote appropriate behaviour and respect for others.
I have been asked to demonstrate that I can clearly answer the above questions using my own insight, research and motes from my first PTTLS session with Sally Welsh. I hope to show clearly that I grasp this concept clearly and accurately and can do exactly as asked in a classroom environment.
I believe that a teacher or tutor from the outset has to lay out ground rules to the classroom. This has been further underlined after my fist PTTLS session …show more content…
with my own tutor Sally. I saw how she used a simple ice breaking task to ease any anxiety amongst her learners and this in turn made her learners including myself more relaxed positive.
It is important that the learners agreed a upon a classroom contract as such where they are all in agreement that there is no crossover between a professional and personal boundary. It is imperative that the teacher or tutor empower the learner to take control of their learning journey, letting the learner take control of their environment. The teacher/tutor role is to impart their knowledge whilst making the classroom a safe and rewarding environment.
Making it absolutely clear from the outset what acceptable and unacceptable behaviour can and will be tolerated and getting a unanimous agreement where the learner is left under no illusion what constitutes a safe environment. Every learner is different, a blank canvas if you wish and it is so important that each learner is treated with the same respect and given equal opportunities to make the classroom and the session as rewarding as possible for both the learner and the teacher/tutor.
Examples of a safe learning environment may be that no questions are off limits, there is no silly question. It may be that a question one learner askes is something the majority was thinking but was too shy to ask.
In my own sessions I will be welcoming to insightful contribution, I will encourage participation making the sessions as interactive and positive as possible. It is fundamentally vital that the learners are part of something bigger than a learning exercise, to have any success with promoting positive behaviours, this starts at the beginning.
A good teacher starts with drawing on the group to make clear what the lesson plan is going to entail, it is then up to the teacher/tutor to manager the group’s expectations including what a safe and supportive learning environment is. This then cascades in to the delivery of the session. The teacher has to be effective in implementing the classroom ‘contract’ in a personable and professional manner. In most cases I would assume adult learning dictates that it is exactly that, ‘ADULT’ learning and therefore manage the environment and the wellbeing of the group.
Task 1 Part 2 – Bobbie Ruddy
Roles and Responsibilities.
* What are the main roles and responsibilities of a teacher/tutor in the Lifelong Learning sector? * How does promoting equality and valuing diversity impact on the roles and responsibilities? * What are the professional boundaries which should be maintained?
The main roles and responsibilities of a teacher/tutor in the lifelong learning sector is comes down to the efficiency of a well-planned teaching and learning cycle as demonstrated in my first PTTLS session in Hockley with Sally Welsh.
Assessing Learners needs
Depending on the session, the numbers in the group and resources to hand I would initially assess my learner’s needs and adapt my implementation as necessary. There may be an interview prior to the course, the learner may be required to demonstrate that they have an interest in the session, can participate to the required standard and more importantly why they want to do the course.
I want to stress that my thoughts on the assessing part can take many forms and cannot simply be exhausted in a couple of paragraphs. Without assessing my learners needs the session would be futile.
Planning and preparing teaching sessions
This part of the process involves clearly stating what the aims and objectives of the sessions are including examples of what is required on the learner’s part. This will include preparing a concise learning plan that all of the learners will be able to understand and adhere to.
I will look at the resources available to me and how they impact on the session. I aim to devise a timetable of what the learners can expect to achieve in a timely manner ensuring that all of the aims and objectives of the lesson plan are met.
I think it is important that a lot of the planning and preparation is learner led in the sense that their input is imperative to how successful the session is. By this I want to try and incorporate as much activity that is session relevant.
Delivery and Management
The delivery and management of the session really depends on the success of the assessment and planning & preparation sections. This part will be wholly dependent on the subject of the session, the interaction of the group and the anticipated success thus far. Without good delivery and management the session is liable to fail.
I would at all times refer to the classroom contract and communicate clearly at all times. This would be tailored to the each learner individually when the occasion arises however as a group I need to keep to the lesson plan making sure that the learner is comfortable with what we have covered and understands what the aim of the session is.
I would evaluate the progress as a whole and where needed include group activities/discussions and revisit areas where clarity is needed.
Supporting Learners
I fell this section would be more individually orientated because as I progress with the learning cycle some learners may need more or less support than others. This would take the form of 1:1 sessions, extra tutorials, group activities to drive home the aims of the session and generally being accessible where possible such as being able to contact myself by email etc….
I feel that a good tutor has to take in to account that invariably at some stage in the learning process some learners are going to require you to go the extra mile with them. Therefore supporting the learner should begin from the very first time you meet.
Assessment of the Learning
I refer to the teaching and learning cycle give to me at the first PTTLS session and agree whole heartedly that this will be tailored to the group, the individual and the subject being taught. It may be informal where the teacher/tutor motivates the learner to understand where the learner is heading or it may be a more formal presentation where the learner is graded and progress is evaluated. The learners may be encouraged to assess each other through presentations, self-assessment will be encouraged. Asking the learners questions on how they feel they are doing is great way to assess their learning.
I would also like to make clear that whilst ensuring a summative assessment the learner knows where they are at in terms of their learning journey and what more needs to be done for them to either a: increase their ability or b: continue to progress.
Evaluating the Course
At the end of the session or near toward the end is also important to summarise what the learners thought of the course asking the all-important questions such as what did they take from the course?
What did they find useful/un-useful? If anything what would they do differently? How effective was the learning? And how I as a teacher/tutor could make changes to any part of the teaching and learning cycle to make future session more successful and relevant.
As a good teacher/tutor it is so important that the feedback from the group is taken on board and practically incorporated in to the teacher/tutors delivery methods.
Summary
The whole teaching and learning cycle needs to be fully understood for the success of any session. It is really a simple case of following prompts from the learners, asking them questions at all times? Driving home the aims and objectives of the course, ensuring that the delivery in interactive that the learners are taking responsibilities for their learning. It’s vital that the support is available continuously and is relevant.
How does promoting equality and valuing diversity impact on the roles and responsibilities?
This is the cornerstone of any teacher/tutors job. The question really answers itself. If a teacher/tutor cannot guarantee that each of their learners are given the same equality whilst respecting diversity then they would fail the learner, themselves and the aims and objectives of any
session.
Respecting equality and diversity ensures that each learner feels valued, feel they can aspire and achieve anything they set out to achieve.
What are the professional boundaries which should be maintained?
Again this is a question which any good teacher/tutor will naturally adhere to. A professional boundary is where the teacher’s interest in the individual ends and this is firmly in the realms of the subject the learners are studying. Never is it acceptable to stray from the teacher/learner relationship including any or all forms of social media, entering into any personal relationship with the learner. The teacher’s only interest in the learner begins and ends with the subject being taught.