Constructive feedback can be given through different ways. When a trainer is giving constructive feedback to a group, he should focus on the group performance and what they have achieved but also has to make sure he identifies what each individual has achieved. When giving direct feedback to an individual, he has to ensure he is specific about the targets they have met and what they still need to achieve (Gravells, 2013). Constructive feedback can be given formally, by writing or informally, verbally. This way of giving feedback should always be adapted to each learner.
Introduction In this assignment I am going to cover the role of the teacher, the responsibilities that they have in the education and training environment. I will also discuss how to maintain a safe and supportive learning environment for your learners. To end the essay I will discuss the relationship teachers have with other professionals who work in the education and training arena. The teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education A teacher adopts many roles within the learning environment and has many responsibilities. One of the key responsibilities I feel for a teacher is to provide information, wisdom.
To address a behavior issue I believe that first you must understand the behavior and more importantly understand what its causes are. Jacob Kounin talks about in preventing discipline problems, which have to do with the subject matter of the classroom. Kounin emphasizes that teachers should make instructional activities enjoyable and challenging for the students. I believe if the students are
Also teachers need to make sure all the equipment the learners will be using during the course is safe for them to use. Ground Rules. When starting the course, a teacher should make sure they create a safe environment in the classroom: this means making sure everybody is comfortable with everybody else and nobody is trying to bully anyone. When working with adult learners it could be better to have ‘commonly agreed ground rules’ so they can agree with each point and find elements to discuss. This is good because when they get to decide the ground rules it’s more unlikely that they are going to break them.
When promoting effective communication you should ensure that you have all the information on how the individual prefers to communicate, and to be very aware of the environment, ensure there are no distractions, for you or the service user. Be sure you have enough time to listen as you do not want to appear to be rushing them as this may seem to them that you are not really interested in what they have to say, and this could affect their relationship with you and if they need to speak to someone they trust about an important issue they will have doubts about coming to you, which could
Unit 07 Manage learning and development in groups (base add meat IT related) To help understand the principles and practices of managing learning and development in groups I will; - 1.1) Analyse the characteristics of group environments that foster the learning and development. To get the best out of the group of students I am teaching, I think it is beneficial to organise the group depending on individual; strengths, weaknesses and learning styles. I can get an idea of these characteristics by analysing their individual files and identifying possible barriers such as; language and lack of qualifications. I would mix different learning styles together as well as different types of character, for example I would have the more confident/talkative students with the quieter ones the aims is that it would encourage quieter students to participate with the class. Also if there were students whose first language wasn’t English, I would put them with the more knowledgeable/experienced students.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Jesus Gonzales Teaching Case Reflection As teachers we learn through doing, but experience is not the only thing that makes effective teachers. Knowledge is equally important in becoming an effective teacher. With knowledge we have a responsibility to share it with others to the best of our ability and to know when we need to adapt our sharing techniques. Teaching cases are examples of specific teaching experiences and are one way that teachers can reflect and add to their knowledge database. Each example can be examined by different perspectives, identifying the problems, and suggesting some solutions.
City & Guilds 7303 The Teaching Cycle [pic] As a teacher, our roles are varied but include: Planning Our responsibilities are: • To ensure that once the syllabus is known, a Scheme of Work is developed and lesson plans generated • To ensure the course structure and timetable are developed • To ensure that resources are planned • To ensure accommodation is suitable • To get to know our students and their needs • To ensure that our knowledge is up to date Boundaries with Planning There are limitations with planning, in that a Lecturer can only plan for what is known and there may be unexpected occurrences that have to be dealt with in the lesson. However, there also has to be an element
Another role is to evaluate the tutor's own teaching and revise learning plans if necessary. In terms of boundaries, the tutor should receive an introduction at the place of work and with that some outlines within the organisation's expectations in regards to role and responsibilities of a tutor as well as a feel of the organisation's ethos. It is however important to know how far to take the role of tutor and when is appropriate to refer a student to a different professional or bodies like the learning support team for diversity or disabilities issues. A tutor must remember to act within the syllabus and in relation with what he or she is teaching and not beyond the course, maintaining either professional as well as personal boundaries and always keeping in mind confidentiality, following the requirement expected within the