Establishing good ground rules at the start of the lessons are an important part of the teacher’s role to ensure everyone has clear expectations within the classroom environment, this helps to ensure appropriate behaviour and respect for others within the class. The teacher should be ready to teach, be on time and available to greet learners on arrival to their lesson. Recording attendance at all teaching sessions is the responsibility of the teacher. It is important to be approachable with an open, friendly attitude whilst always working within professional boundaries and always respecting confidentiality. The teacher should have the ability to check learners understanding during lessons.
What I understand by ‘teaching for learning’ is that as a pre-service teacher we need to learn about teaching well at the same time also achieve confidence and competence in the students learning which than leads to teachers identifying their own purpose and values which supports their practice and professional approach. 2. List the four components of Praxis Inquiry and provide one activity that you might engage in for each of these. The four components of Praxis Inquiry are: - Describe Practice: This component involves describing heats happening in the classroom and in order to achieve this would be asking question such as What do learning and teaching look like in my classroom? - Interpret/explain practice: This component involves educators sharing and interpreting of quantitative and qualitative analysis which involves me talking and analysing my descriptions of my practice with other teachers.
Introduction In this assignment I am going to cover the role of the teacher, the responsibilities that they have in the education and training environment. I will also discuss how to maintain a safe and supportive learning environment for your learners. To end the essay I will discuss the relationship teachers have with other professionals who work in the education and training arena. The teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education A teacher adopts many roles within the learning environment and has many responsibilities. One of the key responsibilities I feel for a teacher is to provide information, wisdom.
I should provide specific support to the pupils while supporting learning activities. My next main duty would be to provide support for the class teacher, by doing things such as clerical duties, e.g. photocopying and preparing resources.
UNIT 2 - Support learning activities 1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities. As a teaching assistant you will contribute with the teachers to planning, delivery and review of learning activities. As a teaching assistant time should be made to discuss and review pupils’ work with teachers, this can be formal or informal. Planning, teaching and evaluation follow a cycle which gives structure to the learning process. EVALUATING TEACHING - Supporting the teacher in delivering the plan with a child or group of children.
The teacher should ensure that they themselves behave appropriately and respect the class, for example by being on time, being prepared, completing marking on time as well as being positive and encouraging to the students, acting in a non-judgmental manner, listening to students and not belittling their ideas and providing assistance with class work. Teachers should also be respectful of their institution and colleagues. It is also important to set appropriate personal and professional boundaries straight away so that students can clearly see these, and to use points of referral where it is necessary and appropriate. Students can then model this behaviour. The ground rules that are set for the class will also be an important part of promoting appropriate behaviour and respect in the
In this we must consider class size, composition, planning time, cultural and linguistic barriers, and access to equipment, materials and other needed resources. Standards for Classroom Behavior and Creating Positive Peer Relationships In order to manage a classroom properly, we must first consider the classroom climate which can include both teacher-student and student-student relationships. This starts by developing strong and concise teacher-student relationships. We do this by stating and teaching classroom rules, policies, and objectives from the very beginning and initial introduction. We must define desired behavior clearly and explain
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.
Introduction This essay reviews the writer’s role, responsibilities and boundaries as a teacher within the practice environment. It is based on the five stages of the teaching and learning cycle identified by Gravells (2011) as ‘identifying needs, planning learning, enabling learning, assessing learning, and quality assurance and evaluation’. The process can start at any stage but learning occurs if ‘all stages’ of the teaching/learning cycle are followed (Gravells, 2011). Identifying needs The learners have individual needs; which include social, physical, intellectual, cultural and emotional aspects (NMC, 2008). Gravells (2011) suggests that the teacher’s role involves carrying out ‘initial assessments’, this is important for identifying the learner’s level of ability.
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.