Review Your Roles, Responsibiities and Relationships in the Lifelong Learning Sector

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Review your roles, responsibilities and relationships in the lifelong learning sector. This assignment will consider roles, responsibilities and relationships in lifelong learning. It will relate theory to my own experiences of teaching, which include teaching literature and television studies to groups of students at the University of Hull (2000-2005) and my current role coaching individual students in study skills at the University of Lincoln. 1.3 Evaluate own role and responsibilities in lifelong learning. The lifelong learning sector is quite diverse covering further education, higher education, “colleges and work based learning to prisons and the voluntary and community sector.” (Lifelong Learning UK: 1). The role of the teacher in this sector is complex and varied, able to “benefit people emotionally, intellectually, socially and economically” (Lifelong Learning UK: 3). This complex role involves both responsibilities and limits. According to Gravels teachers' main role is to: “teach your subject in a way that actively involves and engages your student during every session” (Gravels, 2013: 9). Teachers have responsibilities across all points of the teaching and learning cycle. The teaching and learning cycle consists of five stages: identifying needs, planning learning, facilitating learning, assessing learning and quality assurance and evaluation. The role and responsibilities of the teacher cover all points of the cycle. In the 'identifying needs' point of the cycle my teaching roles have involved interviewing potential students, taking part in recruitment activities, such as open days and maintaining appropriate boundaries such as not giving out personal information such as home address or telephone number. My responsibilities at this point have included attending promotional events, dressing appropriately, and following organisational policies and

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