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.
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.
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. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
Unit 1: Preparing to teach in the lifelong learning sector Section 1: Understand own role, responsibilities and boundaries of role in relation to teaching. Explain your role, responsibilities and boundaries as a teacher Role: the function assumed or part played by a person or thing in a particular situation, Planner, designer, reviewer, scheduler, organiser, researcher etc. * Creating / facilitating opportunities for learning * Plan lessons, find and prepare materials, do research, assess learners and yourself * Keep records: lesson plans, attendance, assessment. Responsibilities: a thing which one is required to do as part of a job, role, or legal obligation It is the responsibility of the teacher to plan and design a course, which meets the needs of the learners and requirements of the course. Most teachers/trainers will be responsible for designing their own courses.
It also allows them to increase the higher order of thinking within the lesson and bring it up to a level of understanding to where each child is challenged based on their own method of learning. Although the first competency of rigorous learning and planning the lessons are encouraged, another competency of this component is professional development. Professional development helps teachers with every aspect of their work environment. We incorporate professional development in our organization by attending all of our staff meetings, monthly grade level meetings, and in-district workshops. The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff.
They monitor students learning with questions. Information of students and education is the information of beliefs of growth and education, such as accepting that teachers, in high schools have the tendency to be self-centered, looking at the world from their own viewpoints and often overlooking the visions of other people. Knowledge of the profession involves an understanding of social, historical, philosophical, organizational and lawful parts of teaching, together with the power to continue to learn. Professional knowledge lets teachers to make the split-second decisions vital for teaching. Professional was requires an importance of own decision-making factors swaying teachers decision-making are goals, from professional knowledge and contacts.
In contrast, formative assessment is a part of the instructional process and is able to provide essential leaning and teaching information to educators. Formative assessments help to provide educators with more timely information where learning adjustments can be made more immediately. The results of formative assessments can help to guide teachers in knowing where they need to take their instruction next, depending on student learning and understanding of previously learned skills and concepts. Formative assessment also allows teachers to involve students in their own learning through descriptive feedback as to their progress. Some instructional
The teacher is at the centre directing a lesson, breaking down tasks into small steps and giving students clear expectations. Reinforcers are used constantly to encourage students to continue on the task at hand and keep the lesson moving forward (O’Donnell et al, 2012, p. 227). The desired response is achieved when the task is satisfactorily completed. To assess whether learning has occurred the teacher may conduct quizzes or other assessment tasks. Humanists on the other hand consider internal changes that cannot always be seen.
Development of Assessments Summary of responses: According to the instructors or trainers a pre-class questionnaire or training needs analysis is critical for the development of an assessment or program. To realize and collect important data it is essential to prepare clear and precise goals and a concise course outline. C. Implementation of Assessments Summary of responses: The interviewees present the students/employees with the objective of the lesson at the beginning. The instructors stated that they also present the objectives in the middle and end of the learning segment. All interviewees engage in face-to-face discussions to discover the level of skill and limited disabilities of their students/employees.
To do this, we must ask questions, explore, and assess what we know. I do consider myself as a constructivist teacher. Constructivist teaching is when we as teachers try to create a class in which the students and teachers are equal. This is very different from how a lot of classes are run today. Usually the teacher runs the class and students are to follow what the teacher is saying.