{draw:frame} The teacher / trainer cycle (TTC) is a simple iterative process by which a learning experience that, once a need has been established, may be designed, delivered, assessed and evaluated. My main role as a teacher of ICT, will be to provide a learning experience that fits the course profile that has been designed. Within this I have to take into account the various learning styles, visual, auditory and kinaesthetic that my students may prefer. Health and safety will also be a primary feature as will record keeping. Student records, attendance, achievement and disciplinary details will be some of the information kept.
1.1 Teaching Role and responsibilities in education and Training The teacher should be qualified to teach the learners, and be able to identify key aspects of related current legislation and know how to challenge discriminatory behaviour and attitudes. They should be well prepared for their lesson, be able to provide the correct resources and information relevant to the course and be knowledgeable about the subject or in the case of covering for another teacher, know where to find information in order to answer questions from learners. Teachers should make an initial assessment the needs of learners prior to starting the course in order to assess their suitability to the course there are delivering. Lessons should be prepared and sessions well planned. Establishing good ground rules at the start of the lessons are an important part of the teacher’s role to ensure everyone has clear expectations within the classroom environment, this helps to ensure appropriate behaviour and respect for others within the class.
Professional was requires an importance of own decision-making factors swaying teachers decision-making are goals, from professional knowledge and contacts. Decision-making involves goal concerning with dated problem solving built on professional knowledge. Professionalism requires reflection the ability to conduct is personal assessment needs a teacher to grow a position of fight repeatedly and serious test of what they are doing. Reflection provides chances for teachers to think about and advance in their practice. Professionalism also requires Autonomy which is when professionals have the power to make choices based on
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
It ensures that you articulate learning clearly for students. Learning outcomes allow students to know what they are learning what at they are expected know at the end of instruction. Student Learning Outcomes specify an action by the student that must be observable, measurable and able to be demonstrated. Within this unit of instruction
Understanding own Role, Responsibilities & Boundaries of the Role in Relation to Teaching. Its important to note and accept that the styles of teaching and learning are many and diverse. Consequently it is imperative that in my role as a trainer that I realise that what constitutes good teaching and good learning can vary at any given time. Different groups learn in different ways and at different rates dependant on many factors. For example what makes for stimulated learning for an adolescent may not satisfy the needs of an adult learner whose frame of reference has been developed by lifetime experiences.
According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.
Since, it is important that the theory can be applied to practise, some recommendations will be made on how to best motivate employees, specifically teachers. Introducing the motivation concept Motivation is a topic that relates to every organisation, every leader/manager and every individual in their desire to accomplish different goals, therefore, there exists many definitions of motivation. Robbins, Bergman and Stagg, (1977, 533) in Management, define motivation as "The willingness to exert high levels of effort to reach organisational goals, conditioned by the effort's ability to satisfy some individual need". Gamage (2000) defines motivation simply as "getting the best out of people". There area number of general factors to be discussed when examining the topic of teacher motivation and how they can develop and identity with a school, such as leadership, culture and job satisfaction.
I believe that management of the environment and all its factors influence the overall function of the classroom. By developing and implementing routines, structure, and choices in my classroom, students are able to develop self- worth and a sense of community. The student’s become responsible for the learning that is taking place daily. Experiential learning is a theory of John Dewey. This theory emphasizes that all
Purpose and objectives: The purpose of this project is to determine how learner-teacher relationships are affected by classroom management and whether or not discipline needs to be dealt with on a more personal level between the learners based on them as individuals rather than an authoritarian approach, which will create a positive and respected environment between teacher and learners where understanding and discipline are used to obtain good classroom management. Our objective was to use our teaching experience, questionnaires and the posters from the Research Workshops on