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.
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
The last essential right a teacher has in the classroom is to receive help and cooperation from parents and administrators when it is needed. To parallel Teacher rights the Students also have essential rights under the assertive discipline model. Students have the right to have teachers who help limit inappropriate, self-destructive behavior, and the right to know and choose how to behave knowing of the consequences of their behavior will automatically bring. In a classroom that follows the assertive discipline model the fore mentions rights are carried out and applied by three major strategy components used by the teacher; rules, positive recognition, and consequences. According to this model students need limits that will guarantee their and other students’ rights.
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. Initial assessment and contracting before any learning takes place will ensue that learner needs are highlighted, therefore suitable support and lesson planning can take place. Inclusive learning is also about promoting a supportive and motivating learning environment that addresses the needs and barriers of all learners. For example, learners with wheelchairs need have appropriate access to the classroom and other facilities. Task 13 Strength and limitation of teaching and learning approaches Strengths and limitation of teaching and learning approaches are when a teacher implements all inclusive teaching
1.4 Explain why it is important to identify and meet individual learner needs It is important that you identify the needs of your learners so you can design the course to reflect individual differences. Although this is usually described as the first stage in the teaching/training cycle it is a process that may have to be deferred until you meet your learners for the first time and usually should be a continuing requirement throughout the learning journey. However, some organisations interview their learners before the course, or there may be an application process where learner needs can be identified. Social – might affect how a learner can interact with others or how they view learning especially if they have had previously bad experiences of education. Physical – might affect how a learner can access learning (e.g.
This is different from selection – though information gained through the selection process should be useful during the assessment. ●Initial assessment is a process, not a single event and uses a range of methods which help prospective employers and providers to find out about learners. This process helps learners to find out about themselves and their programme (what they will learn, and how). The outcomes of initial assessment help to inform the individual learning plan (ILP). In fact, it would be difficult to supply all the information needed for an ILP without carrying out a thorough initial assessment.
A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback. During the delivery of an activity, practitioners should be setting clear expectation and instructions. They may recognise that children are struggling or not understanding what they are asking them to do ; if this is the case practitioners should modify their delivery or the activity itself , in order for every child to take part. During the activity practitioners should be monitoring and observing in order to provide the teacher with feedback. A learning support practitioner will also contribute towards the
To better understand this aspect of the role of the teacher, one would have to understand the teaching and learning cycle The teaching and learning cycle The teaching and learning cycle enables training to be effective if all the stages in the cycle if followed through. Identification of needs: As a tutor, my first role in the teaching and learning cycle would be to identify learners’ needs and the needs of the organisation. It is suggested that this is carried out before teaching starts. In an ideal situation, the learner would have completed some documentation that will provide the tutor some advance information on the learner. An example of this would be in a case of a learner who requires extra support i.e.
Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. Identifying needs When planning sessions for learners it is vital that we consider each individual learners needs and the needs of the organisation. As Petty states ‘ each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased.’ (Petty 2004: 496) In addition to this it is vital that teachers know the relevant member of staff to refer students to, and what policies and procedures the organisation has in place. This will aid the teacher in acquiring the right support for learners within their education.
Knowing that they are different ways in which a child can learn a teacher should try to incorporate each style within there lesson plan so no child is left out. A teacher will usually lean toward teaching the students in their preference style of learning. Meaning for a teacher who is more of a hands on learner he or she will have more hands on activities but a teacher should learn to use the three most effective styles of learning which are, visual learners, kinesthetic learners and auditory learners. Understanding the different ways in which a child learns is the first step in creating and implementing a curriculum that accomplish all the goals it’s designed for. As an educator it’s important to make sure that all the T’s are crossed to insure that each child gained something as they walk away.