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.
Establishing each learners learning style is important when trying to identify learners needs, it is also relevant when considering how to structure lessons. Designing and planning a course When planning a course or session it is vital that the teacher keeps the above information on their learners in mind in order to create lessons and courses that are accessible to all learners and learning styles. Whilst keeping these considerations in mind it is also important that teachers refer to the course curriculum and syllabus to ensure that all topics and
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. 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.
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
Some of the standards covered are communication, equality and inclusion, pupil student development, school policies and curriculum. These standards can be applied to assessors as well dealing with learners in the private sector, who are responsible for guiding and motivating the workforce of today in their learning. 1. Data Protection Act is an important act for teachers and assessors as you need to gain the respect of the learner and you have a duty of care no to reveal any information passed onto you (without the consent of the person). If you are in a position of trust you must not break that trust without the student’s permission.
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 process is more inclusive for learners of all abilities. In addition when discussing ground rules with learners it is important for the tutor to establish their own rules which reflect their commitment to the teaching and learning relationship. However some ground rules cannot be negotiated it is the responsibility of the tutor to make sure they are understood. Health and safety, is one example of this. Also boundaries need to be set on a mutual agreement, but they need to be flexible and can be reviewed at all times.
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.
It is important the researcher also knows when the information is needed so as to ensure that it is submitted in time. For example when I was doing a piece of research work on local schools in the area it was important that the I knew specially what schools I was looking into as my manager specified on mixed
When sampling the evidence it is important that a range of assessments are sampled such as observation, Q&A, professional discussions and records of evidence. This should also take place across a number of learners and across different units. Technology can be used when assessing through either the use of video evidence or the use of a Dictaphone through Q&A. If this is carried out correctly it can prove to be a valuable tool to allow for good assessor quality evaluation and training. This is can also be used when learner is working too far away or if the employer cannot allow the assessor to be there in person due to potential access limitations as an example.