As a tutor working in the adult education sector it is beneficial for me to have knowledge of legislations applicable to teaching, such as The Data Protection Act (1998), which governs the protection of personal data of my learners. 2. Promoting equality and valuing diversity by understanding of creating a differentiation of all students, each individual are / students are different and have to be treated equally. 3. Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training.
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.
So any learning plan for this student would be centred around this goal, especially self-directed learning and placement provision. Specific learning needs can be identified and then addressed by the teacher, for example different coloured handouts for a dyslexic student, or by student support, for example a sign language interpretor in the class for a deaf learner. Prior to my lessons, I speak to the students' course tutor about any student individual needs that I need to be aware of and whether my chosen resources are appropriate for the students that I will be teaching. Prior knowledge and skills can be built upon with the ILP, which can help target areas for extra learning, such as specific or embedded numeracy skills, and develop areas of strength for the student, for example knowledge of local and government policy within Health and Social Care. Reece & Walker (2006) state that a focus on retention rates is increasing, so identifying the needs of learners prior to a course beginning will help the college to assess which students are likely to be able to complete the course.
In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice. To select the resources to be used depends on the session task and objectives. In order to include all learners, the learning styles of the group is considered when planning the session and choosing appropriate resources is essential. These have to be tested, be readable, computerised resources, also knowing the strengths and limitations of specific resources. In planning my lesson, I will envisage learners that did not disclose their additional needs and what extra support they required, in order for the session to be inclusive; some steps will be taken to ensure that learners will still be able to participate.
1) Establish rules for the Group that create an atmosphere for learning and address issues before they develop. 2) Help the group to understand standards and expectations. 3) Help to develop teacher/pupil relations based on respect. 4) Encourages interactive participation for greater understanding and exploration. 5) Assists teacher to determine group pace and plan modular stage for course completion.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
By identifying the students learning needs I was also able to recognise what I would have to do to facilitate an environment that would be conductive of learning for everyone. The small group of participants were from different backgrounds and disciplines enabling learning opportunities for all that were involved, as it is recognised that peer teaching assists student nurses to progress and enhance a diversity of skills (Christiansen and Jenson 2008). As it has been noted, it is necessary that those within a group must be able to interact with others (Hargie and Dickson 2004), therefore this teaching session was designed to encourage participation from those attending. Before the facilitation of this learning session the concepts of andragogy were considered to allow the students to take
If you are not part of the planning you can still speak to the teacher about what will be happening and offer ideas and suggestions of your own. 1.1 continued Role of teacher Role of teaching assistant • To be responsible for planning and preparing to the National or Early Years Curriculum • To plan and prepare work alongside the teacher • To teach pupils according to their educational needs • To support learning activities • To access, record and report on the development, progress and attainment of pupils • To assess/evaluate children’s work as directed by the teacher • To take responsibility for all other adults within
Using the Learner questionnaire as a guide I would collate all the information to aid me in designing the course. I would design a course that would cover all individual learning needs. I understand that all learners have a different preferred learning style whether it be visual auditory or kinaesthetic. I would consider what classroom layout would best suite my learner base and whether it conforms to current and required legislation. Secondly I feel the from my experience of going on many courses the environment you learn in can be a key factor.
I would record this formally by writing up reports and records and in-formally by communicating with my learners via tutorial sessions and individual assessments. Individual assessments gives me the opportunity to assess each individual leaners strengths and weaknesses and I can evaluate and change my training methods accordingly. My responsibility is to evaluate what needed to be covered was, if my teaching methods worked, and learners got it, if not, reassess and design different ways of teaching to achieve