Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) There are certain responsibilities a teacher has when in the educational environment, this is from the needs of learners to the expectations of an awarding body. A teacher will take into account the needs of an individual alongside the group’s needs. This can be done by pre assessment screening, information can easy obtain from these and help
City and Guilds 6502 Level 3 Award in Education and Training – AET Unit 301: Understanding roles, responsibilities and relationships in education and training Assessment Task A: Information Booklet You have been asked to produce a leaflet that mentors within your organisation can use when supporting new members of staff. The leaflet needs to outline some of your organisation’s procedures and be a useful reference point. In this document you will: a) explain the teaching training role and responsibilities in education and training. Follow the SMART teaching theory, setting Specific Measurable Achievable Realistic and Time bound goals for students. Marking and assessing students work and progress.
For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher. These are ways our district communicates and aligns each building and staff member to follow the common goal of our organization. The third core
This essay will discuss my perception of the role of a teacher in the lifelong learning sector. It will cover a teacher’s roles, responsibilities and boundaries. It will also evaluate different methods of assessment and discuss approaches to embedding inclusive learning and teaching into learning activities. I have broken the essay down into several headings: Roles, responsibilities and boundaries Teaching and learning methods Assessment methods Equality, Diversity and Inclusion Functional skills in the lifelong learning sector. Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me.
Ptlls level 3 Gregg Keattch Assignment 1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. I first need to identify the needs of my learner (s) and using the theory of the teacher/training cycle (ref - Anne Gravells, ‘Preparing to teach in the lifelong learning sector’ - 2011) Identifying needs and planning. As a tutor my first responsibility is to liaise with the set course co-ordinator and discuss who has been enrolled on the course I will be delivering, initial needs will have to be discussed during any interview process where specific information about my learners will have been disclosed in application forms (knowledge of health and safety and relevant induction/introduction to location specific emergency procedures) My own appearance is also important – being smart as first impressions count. I will always set some ground rules to the group, for example – no mobile phones or they remain on silent during class, arriving on time, no swearing, agreeing break times and lesson close. Once all this information has been established, planning of the lesson can commence, which will include a scheme of work, lesson plans and organisation of the room is important too - for example; Including but not limited to, Computer access, flip charts, television for power point or black board/white board and screen for slides.
Introduction This essay reviews the writer’s role, responsibilities and boundaries as a teacher within the practice environment. It is based on the five stages of the teaching and learning cycle identified by Gravells (2011) as ‘identifying needs, planning learning, enabling learning, assessing learning, and quality assurance and evaluation’. The process can start at any stage but learning occurs if ‘all stages’ of the teaching/learning cycle are followed (Gravells, 2011). Identifying needs The learners have individual needs; which include social, physical, intellectual, cultural and emotional aspects (NMC, 2008). Gravells (2011) suggests that the teacher’s role involves carrying out ‘initial assessments’, this is important for identifying the learner’s level of ability.
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.
How are these strategies implemented in my Teaching Practice School? 4. Are these strategies successful? In investigating the above I hope to discover the benefits plus the ‘what’s’ and the ‘how’s’ of well practised Positive Classroom Management (PCM). Through this study I hope to be able to adapt my learning of PCM into a practical understanding and use it as a tool to create a teaching environment conducive to focused and engaged learning.
5 Key Ideas regarding Quality Assessment According to McMillan (2011) Ch. 1, pg. 2 ‘it is important to think about classroom assessment as a process that supports and enhances student learning, not something that merely documents what students know, understand, and can do. Therefore, teaching and assessment coexist in interaction, feeding and influencing each other. McMillan (2011) contends that quality assessment measures involve establishing credible performance standards, communicating these standards to the students and providing feedback to students on their progress.
Starting off as a teacher in teaching practice helped us realise what we wanted to be as a teacher as well as how we wanted to teach, etc. A lot of our development came through the teaching practice where we could experience the professional setting and adapt ourselves accordingly into our own specific teacher identity. Our study has focused on discipline and pointed out that when a teacher disciplines an individual, the method used could lead to a loss of respect for both the teacher and subject as well as a loss in work ethic hence we believe that you need to recognise an individual and their uniqueness adapting your methods accordingly. Our investigation took the form of questions asked to teachers specifically drawing on