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.
QQMA Group Project: Introduction This project contains a combination of Qualitative and Quantitative questions with corresponding answers. The questions correlate with the majors represented in our group. The purpose of this project is to engage, develop, and enhance students’ critical thinking and analytical skills in preparation for the world of work. The process for completing this project was administered by our group leader, Bianca Williams. The process included our group members meeting to discuss assignments, completing our assignments, and assembling the project together.
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. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. 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.
In relation to the training cycle I have the role of assessor and will carry out an initial assessment with them. During the initial meeting, I will try to identify each student needs. There are several ways I can do this; I will give them an application form and paper questionnaires to complete. In the form, I will sit down with them and ask questions that might help me spot individual needs such as, Dyslexia, English language needs, computer skills and any particular audio needs. If the questionnaire does not suit a leaner, I will review the method used by my organization and adapt it to suit the learner, this could be easily done by changing the format of the initial
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
An instructor would be a teacher who instructs. The instructor can conduct classes through lectures, demonstration and practical work. Their task is to teach individuals and classes with the use of a developed curriculum. He or she will also evaluate learners at regular intervals and keep accurate records of their students’ attendance and progress. As an instructor they are usually required to report regularly to a supervisor.
46). Supervision provides and heighten the counseling skill development such as conceptualization, diagnostic, intervention etc. and gives an outline for strengths and weakness of the supervisee. The supervisor also may give the supervised new approaches, this is done by the supervised conducting a counseling session, while the supervisor watches, listens, sits in or any other various forms of knowing what is happening in the session, then evaluation with the supervisee, going over the counseling session in detail and setting goals to work on and the supervisor will select the role and focus depending on the situation and selecting the most suitable approach. The supervisor is a teacher, counselor and consultant to the trainee (Pearson, 200).
Being well-prepared means you have to prepare yourself to be ready to learn like: organizing schedule, or preparing your belongings tidily. You have to prepare everything that you need to bring to school like: books, pens, homework and so on, and you have to make sure that your homework is done. Plus, you should read book before class and take some notes or highlight about what you do not understand to ask your teacher. In addition, when you have read book or view the lesson before class, it make you understand it easily after your teacher finish explanation. Somehow, you can take those questions to discuss with your friends or classmates that can help you and you also can learn it from them.
Inclusion involves knowing and responding to each student as an individual. An effective teacher naturally get to know his/her students over time; however, in an inclusive classroom, he/she plans specific ways to learn about his/her students and to use the information he/she gathered. This allows him/her to move from planning, based on how students can differ in general, to a more proactive approach of planning, based
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.