Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
Tick the box of those responsibilities that relate to your role: Tick 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 / 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.) (Gravells 2012) Teaching is about helping someone reach their full potential, whether this is for personal or professional reasons. The role of a teacher is a widely debated subject. Some claim we should not teach we should facilitate.
Family Systems Tools Report Learning Team D: Julie Lynn Carswell, Brandee Lopez, Chanda Jean Louis, and Toni Taylor BSHS/312 April 24, 2011 Cheryl Ritter Introduction – Chanda Jean-Louis There are a number of appropriate system techniques or tools that therapists professionals use when helping a client. These system techniques are reframing, boundary setting, sculpting, genogram, multi-generation transmission and power gram, which help to facilitate change and break dysfunctional patterns. Each technique has its own approach and the therapists would need to know some things about the client to know which approach would best be beneficial for their client. These tools help the therapists find out how each member of the family sees the problem and to form first impressions of the family’s functioning. Reframing – Brandee Lopez Reframing is a tool used “to facilitate change and break dysfunctional patterns” (Parrott, 2003, p. 378).
I will also discuss Continuing Personal and Professional Development (CPPD) and why it is important for every teacher to ensure that their individual progress is regularly maintained. I will in addition expand upon areas where I feel there is room for improvement. By researching a variety of theorists, I hope to provide a good and balanced account of the subject. The next section will cover my own approach to reflective practice and the various methods I utilise in my lessons. Biggs states “A reflection in a mirror is an exact replica of what is in front of it.
CHRIS PTLLS ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFE LONG LEARNING Roles, responsibilities, relationships and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment of needs, planning, facilitating, assessing and evaluating. The starting point for the teacher is to identify the needs of the student, an initial assessment together with previous education records will identify the student’s level of knowledge, and it will also give an accurate representation of the level of support they may need, highlighting any medical needs such as hearing or sight impairment. Identify strengths and weaknesses and find any transferrable skills the students may have. Teachers must facilitate opportunities for the students to learn, by planning lessons, having adequate materials and knowledge of the subject matter, delivering lessons which not only meet the needs of the students but also the requirements of the course. Keeping up to date in your chosen field, attending regular training, maintain continuous professional development and continuing high standards of work and conduct thus complying with legislation and organisational codes of practice.
The steps for effectively planning learning activities is based on the 'pupils individual needs, abilities and interests'. Information gathered from one to ones, observation reports and assessments of the student will inform the learning materials used as well as the curriculum requirements outlined by the education standards organisation. The use of a continuous planning cycle will ensure that the pupils needs and the requirements of the school are met. I would use the following processes to plan learning activities. This includes; * Identifying individual learning needs via one to ones or through observations.
Unit 5 Continuing personal and professional practice. In this assignment I will explore and consolidate the theories and practices of reflective practice by providing a critical analysis of my approach to reflective practice within my own personal and professional development. I will then use my own learning journal to provide an analysis of my personal and professional development. Reflective practice is a key element of all teacher training programmes; in fact it is now a requirement of all teachers to reflect for CPD. The institute for learning states that: reflective practice – taking personal responsibility to improve professional practice through thinking about practice, discussion with colleagues and learners and taking appropriate action to improve – is required of all teachers (lifelong learning UK, 2009, P12).
Clinical Supervision Interview At Pathways Recovery First of all, a reflective practice is a learning process, comprehending process, analysis and growth in personal, professional, and academic life cycle, pattern, or path. That aims in developing a focus, a solid reflection, and a solid foundation to make a change and it’s a process that takes place to make this life calling events. However, I will be discussing reflective practice or strategies, the four transdisciplinary foundations, and the eight practice dimensions in substance abuse counseling. Secondly, reflective practice aims to identify strengths, weakness, and self-awareness in all areas of a person life trend. It help the person come into focus within self by knowing their abilities,
This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school. Furthermore, children’s behaviour, development and current skills should be observed to identify and assess their progression in order to plan tasks that are suitable towards individual needs. Question 2: Make a list of how to perform pupil observations When making
Summative assessments are also necessary to give feedback to the student if the feedback offered is adequate this can be also classed as formative assessment. Oral and written assessments will assess whether the learner can apply the knowledge taught within the lesson. The methods of assessment are observation, testing and questioning all assessment methods should maintain within the SMART targets. This means that they should be specific, measurable, achievable, and measurable and time bound. The summative assessment methods are generally used for credited learners which are defined by awarding bodies such as WJEC for example.