According to Gravell, (2012:18), the main role of the Teacher is to help learners achieve their chosen programme. Gravell went further to explain that this can be achieved by using various teaching and learning methods whilst taking into account learners individual needs. As a Team leader in the Princes Trust I will wear many hats: friend, judge, mentor, different roles for extracurricular duties. When I say mentor it means many things from a role model to coach to confidant, someone I believe who encourages positive behaviour this could be with the use of more responsibilities in the class room. Helping them improve the skills this could be through communication for example being able to understand situations and resolve differences which will build trust.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.
Secondly, children increase social and cognitive development from positive influences that are communicated by teachers. Emphasis around Vygotsky’s theory will explain the basis of social interaction facilitating learning with the benefit of good communication (Eggen & Kauchak, 2010). Thirdly, teachers must develop high level of written and verbal communication skills. This will develop good relationships between the teacher, student and family leading to proper educational practices that will improve student’s overall outcomes will enhance their literacy skill. Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
There has been an on-going debate whether or not to include such classes during school hours, yet it is clearly evident that Child Development hours are a necessity. One of the major roles of Child Development programs is that they provide learners with general knowledge and let them become open to their society and surrounding. To begin with, lectures about social interactions are given to students by experts and teachers of high level of understanding. To point out, those teachers talk about the importance of friendship and stress on the real meaning of “true friends” in addition to romantic relationships with members of the opposite sex. Moreover, one’s health and how to take care of one’s body is discussed during a series of orations.
The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012). The author concurs with Gravells et al (2012) that, a tutor should also challenge prejudice, discrimination and stereotyping as it occurs. This can be achieved by incorporating activities in learning based around equality and diversity so it helps students in their understanding. Francis and Gould (2013) state that the role of a tutor in the lifelong learning sector is not confined to imparting knowledge and skills, but covers a multiplicity or different tasks. These roles are accompanied by responsibilities and these contribute to the adoption of a professional approach to work in the lifelong learning sector.
During a recent interview with Mr. Sauceda, a teacher in a classroom for children who are emotionally disturbed for over sixteen years, a meaningful education was described as a means of giving students knowledge and experiences that are “relevant and can be applied to their lives”. It is no secret that creating a connection between the concept being taught and how it can be applied to life outside of the classroom can greatly enhance student learning. In the point of view of Life Skills teacher, Mrs. Carmichael, Mr. Sauceda is correct. Mrs. Carmichael subscribes to a Constructivist learning theory, meaning she believes students “must construct their own understanding and knowledge of the world, through experiencing thing and reflecting on those experiences” (Educational
With this amount of accountability, administrators must ensure the academic success of their students through the effective use of supervisory practices. Many educational organizations use clinical supervision and peer coaching to help guide and encourage teachers are they grow to become proficient educators. By conducting continuous research on the supervisory practices, administrators will then have the opportunity to implement the most effective method. According to Glickman (2010), “Clinical supervision is consistent with formative evaluation; it provides nonjudgmental assistance aimed at improving the teacher’s instruction” (Glickman et al., 2010, p. 293). This supervision method welcomes “face-to-face contact with teachers with the intent of improving instruction and increasing professional growth” (Acheson, 1977, p. 304).
A support group is vital for this method. Cooperative learning is the best technique for increasing anti-bias awareness and understanding. Everyone needs the diverse viewpoints and honest feedback of colleagues to develop new awareness and teaching practices. Support group members may be other staff, parents, or early childhood teachers who