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.
Explain the functions of assessment in learning and development Initial assessment in identifying learner needs The Initial assessment (IA) process could be classed as the most important information gathering process. It not only allows the teacher to decipher if the student is enrolling on the correct course for them but also to collect details about the learners past educational experiences, upbringing conditions i.e. a care environment and any particular learning issues. The initial assessment can be both formal and informal. Formal IA may be application forms, references and other relevant documentation.
The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas. In the case of teaching assistants who support individual pupils, this can be particularly beneficial since they will be able to identify any difficulties with planned activities at the earliest stages and will also know in advance if they will need to find particular resources b) Delivery: How a learning support practitioner would contribute on the delivery of a learning objective,
Head teacher, Deputy Head teacher or appointed first aider will escort the child along with the emergency services. Record accident in ‘Accident record Book’ including the time and date, location of injury on the body, child’s name, how it happened and nature of injury / accident. Treatment given. Ensuring that member of staff signs record and a copy it given to the parent or carer and that the parent is also verbally told of incident. All old records are kept in the Head teacher’s office.
I see and I remember. I do and I understand.” This quote would suggest that if you involve your students where they do what you are trying to teach them then they are more likely to understand and learn. 4. There are a variety of different organisations that can be used as a reference point for meeting the potential needs of the learner, these include Highfield Awarding Body of Compliance (HABC). The government also introduced Skills for Life in 2001 which is a strategy to improve adult literacy and numeracy skills.
Describe the features of inclusive teaching and learning Inclusive learning is about ensuring learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by the words or actions of others. I see it as I am not teaching my subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs which should be recognised and respected. Agreeing individual learning plans (ILPs) and/or action plans can help formalise this.
Unit 1: Preparing to teach in the lifelong learning sector Section 1: Understand own role, responsibilities and boundaries of role in relation to teaching. Explain your role, responsibilities and boundaries as a teacher Role: the function assumed or part played by a person or thing in a particular situation, Planner, designer, reviewer, scheduler, organiser, researcher etc. * Creating / facilitating opportunities for learning * Plan lessons, find and prepare materials, do research, assess learners and yourself * Keep records: lesson plans, attendance, assessment. Responsibilities: a thing which one is required to do as part of a job, role, or legal obligation It is the responsibility of the teacher to plan and design a course, which meets the needs of the learners and requirements of the course. Most teachers/trainers will be responsible for designing their own courses.
Unit 001 1 Explain the roles and responsibilities of a teacher in relation to: a) Promoting equality and diversity in teaching b) Lifelong learning c) Identifying and meeting the needs of the learners d) Maintaining a safe and supportive learning environment e) Ways to promote appropriate behaviour and respect for others 1a) It is a teacher’s role and responsibility to promote equality and diversity. “Equality is about the rights of learners to attend and participate regardless of their gender, race, ethnic origin, religion or belief, disability, sexual orientation or age”. (Gravells 5th edition 2012) Equality is making sure that every student is treated in the same way and their needs are met in a way that supports their chosen learning experience. All students are entitled to be educated according their needs, regardless of any differences they may have. As a teacher it is your role to provide any resources needed including specialist equipment for activities and to use the correct teaching styles that will enable the learner access to their learning experience.
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
My responsibilities for promoting diversity is so that everybody knows it is OK to be different. By promoting equality I am eliminating discrimination, making the learning environment a happier place for everyone to work. It is important that I recognise that I need to treat all learners as individuals and respond to them in an individual manner. Individual and group diversity needs to be considered in order to ensure that everybody's needs and requirement are understood and responded to. 1.3 My first job as a teacher in the Lifelong Sector is to identify the needs of existing and potential learners.