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.
Particular reference will be paid to the assessment methods that are used in conjunction with planning and how they are implemented by the teacher. A literary review of academic texts and theorist will be used to support the discussion. In order to plan effectively for any subject in the National Curriculum there are a number of areas that need to addressed, for instance the requirements of the National Curriculum and the previous experiences of the children. These essential components of planning are the general starting points for all planning (Hansen, 2011). The teacher needs an underlying structure and plan of work which is clear and which allows for a scope of flexibility, but also the teacher must ensure that there is an enough organisation to make certain that the children make progress.
PTLLS Assignment B1 3.2 Explain how to establish ground rules with learners to promote respect for others Ground rules are a set of agreed conditions under which learning takes place and underpin appropriate behaviour for everyone within the group, including the teacher. If they are omitted then situations may arise in the learning environment that can lead to learning problems, disruption or even exclusion. Gravells (2013) suggests that ground rules are best negotiated with students rather that being imposed upon a group, and although some rules are mandatory such as those relating to Health & Safety, Smoking, Physical Contact, many can be suggested by the students and subsequently negotiated if needed, both between the students and in necessary with the teacher as well. Creating the rules can act as a good ice breaking session for a new group, and will encourage them to start co-operating, and collaborating from an early stage. Allowing students to suggest their own rules helps to make each student feel that they have contributed to the rules and therefore will be more willing to abide by all of the rules.
Boundaries are ethical and course and student related. The appropriateness of the teacher/learner relationship, the ability to assess and apply discipline and the ability to mark fairly and without favour are ethical boundaries that are crossed at the tutor’s peril. From a course perspective, only the designed course should be delivered and scope creep should be avoided at all times. There will be times when the needs of the student are outside the boundaries of the tutor and the course. It is essential that these needs are recognised and managed.
This strategy ties current instructional goals to future goals. It helps the student to relate the instruction as important to success not only in other .Therefore, if students do not believe they can successfully learn the instructional objectives, they lose motivational and are reluctant to participate .In other words, if the students do not feel that their efforts will be rewarded, then they resign themselves to
To address this problem, Hayes and Introna (2011) suggest that when examining the presence of plagiarism, instructors may need to understand the differences in perception to plagiarism due to cultural differences. Guidelines should also be given to students for better understanding with the characteristics of plagiarism and citation skills that can be used in order to avoid plagiarism (Bamford and Sergion, 2005). It is probably quite common for institutions to teach students using paraphrasing to avoid plagiarism. Yet, Walker (2008) investigates that students who know how to do effective paraphrasing probably find it difficult to apply the skills onto complex paragraphs. An effective way to tackle the problem, suggested by Diekhoff et al.
Issues can be taken to our personal supervisors, but immediate attention for issues can be taken straight to the tutor, in which a breech of confidentiality is necessary after discussion with the person involved. What will group members do to help each other learn?. We will be there to give constructive feedback, discuss other options, reaffirm positive actions and to offer alternative approaches and share resources. How will difficulties and conflicts be dealt with? The timekeeper will remind of ground rules.
In the study we will try to evaluate the problem and explore some solutions. The factors that lead to this investigation include us as student-teachers all experiencing the same problem during our teaching practice. Teaching methods seem to differ between our mentor teachers and ourselves which could be an age problem or an education problem. Collected resources all indicate that the way a teacher manages the classroom determines the behaviour of the learners, therefore indicating that discipline is the major issue that needs to be dealt with in order to create a positive relationship between teachers and learners. 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.
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.
Sergiovanni explains in his article ways that educators can get control of their classroom. Most ways that teachers seek control is having rules and punishment for those who break the rules and the purpose of this is to get the student to remember the consequence and not do the act again. Another approach is to let the students take responsibility for their actions whether good or bad. These however are not ways that establishes the democratic community. "In communities the best discipline strategies are those that teach students citizenship and help students become caring adults"(p.120).