As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations. Further to this, I need to ensure that my learner is on the appropriate course in terms of meeting their award and organisational requirements. In order to do this I will probably have responsibility for the following: promoting a safe and supportive learning environment; promoting equality and diversity; adhering to key legislation, regulatory requirements and codes of practice; modelling professional behaviour at all times to inspire my
It is important that the teacher appreciate any input from their students, whether the answer is correct or not. This openness will instil confidence and motivation from within the group and help their learning experience. To create a positive learning environment, with a clear structure, a teacher needs to have the ability to plan their lectures or sessions effectively. With clear goals and aims which match up with the curriculum. These lessons need to be creative, incorporate activities and techniques that will engage the learner.
For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability. Initial assessment and contracting before any learning takes place will ensue that learner needs are highlighted, therefore suitable support and lesson planning can take place. Inclusive learning is also about promoting a supportive and motivating learning environment that addresses the needs and barriers of all learners. For example, learners with wheelchairs need have appropriate access to the classroom and other facilities. Task 13 Strength and limitation of teaching and learning approaches Strengths and limitation of teaching and learning approaches are when a teacher implements all inclusive teaching
Level 3 PTTLS ASSESSMENT 1 1.1Explain what your actual or perceived roles, responsibilities and boundaries are as a teacher in terms of the teaching cycle. I perceive that my roles as a teacher are to deliver effective training and supporting the learner either directly or indirectly and to maintain an inclusive, equitable and motivating learning environment. I understand that as a teacher I will be identifying the need s of learners, planning and designing resources facilitating teaching and learning resources, assessing learners, evaluating learners performance and my own CPD. I am responsible for the health and safety, moral and physical welfare of my students/learners. I am also responsible for catering for students with learning disabilities.
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
Marking and assessing students work and progress. The 5 stages of the teacher/training cycle which identify the roles and responsibilities in education and training, are as follows: • Identify The aim at this stage is to assess and review. The primary responsibility of the teacher should be to determine what are the exact aims and objectives and the expected level of achievement required for the course that the teacher is hoping to teach. It will then require the teacher to examine the results of the initial assessment so that it is clear as to what amount of support the learners might need and to also be able to identify the level of prior knowledge and competence of the learners. This will ensure that every student has the highest possible chance of success.
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”.
I should provide specific support to the pupils while supporting learning activities. My next main duty would be to provide support for the class teacher, by doing things such as clerical duties, e.g. photocopying and preparing resources.
Pupils must be familiar with learning objectives, outcomes and success criteria and feel confident in how to interpret them. Pupils should be involved in the target setting and assessment of their work. ( c) The learning support practioner Should be fully aware of the learning objectives. Will advise teachers of pupils who may need additional or consolidation work in order to enable them to achieve outcomes. Lead guided group sessions for explicit formative assessment opportunities.
Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils? As a Teaching Assistant I must ensure that my relationship with pupils is appropriate to their age, gender, disability, ethnic origin and their abilities. My conduct and language all require care and thought, particularly when dealing with adolescent boys and girls. As a Teaching Assistant I must maintain high standards of personal moral conduct when engaged in professional activity and this must also be carried on outside of the school environment. All staff have a responsibility to maintain confidence in their ability to safeguard the welfare and best interests of children and young people.