Keeping records is essential within teaching as they allow the teacher to track both their own progress with students and also to consider each individual learner. Records need to be kept in order to comply with the law, as in cases where courses involve being taught in a hazardous environment (e.g. workshop), a risk assessment must be carried out by law. They should also be kept to comply with employer policies and procedures, which include schemes of work and lesson plans. These are important to ensure teaching plans and materials are available should the teacher be absent from work, alongside ensuring that the syllabus is being covered over the course.
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
Teaching Assistant level 3 Assignment 1 1: Give examples of how you would plan activities. 2: Describe your role in delivering learning activities. 3: Make a list of the things expected from you as part of you role in supporting an individual pupil or group of group of pupils. 4: Think about your role and responsibilities as a teaching assistant. List examples of your own general and specific tasks.
Learner's responsibilities are to learn that content in its authorized or legitimate forms. Good teachers take learners systematically through tasks leading to content Transmission mastery: providing clear objectives, adjusting the pace of lecturing, making efficient use of class time, clarifying
Michelle Hardwick Enrolment Number 9800135520 CITY & GUILD 7303 – LEVEL 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) Assessment 1 Review what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle and analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. The purpose of this assessment is to review the role, responsibilities and boundaries of a teacher in relation to the teaching/training cycle and analysing the different ways to establish ground rules with learner. The role I have undertaken most recently is a Learning Specialist for Lloyds Banking Group. Through my experience I believe the role of the teacher is to help the learner/s achieve their objectives. Gravells takes this one step further by saying adult learning is all about helping someone reach their full potential.
Teaching Assistant level 3Assignment 3 Student Name: Shazna Begum Student Number: SHA851BE Tutor: Mr Ken Smith Question 1: Why is it important to observe and assess pupils development? Precise observations and assessments are vital to efficient educational training. Cautious analysis enables both the teacher and teaching assistant to make assessments linking to each individual’s behaviour, learning techniques, stages of development and maturation, curriculum advantages and disadvantages, contemporary learning needs and attainments. These observations and assessments can help underline and commemorate individuals advantages and also discover any disadvantages in their learning. It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development.
CHRIS PTLLS ROLES, RESPONSIBILITIES AND RELATIONSHIPS IN LIFE LONG LEARNING Roles, responsibilities, relationships and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment of needs, planning, facilitating, assessing and evaluating. The starting point for the teacher is to identify the needs of the student, an initial assessment together with previous education records will identify the student’s level of knowledge, and it will also give an accurate representation of the level of support they may need, highlighting any medical needs such as hearing or sight impairment. Identify strengths and weaknesses and find any transferrable skills the students may have. Teachers must facilitate opportunities for the students to learn, by planning lessons, having adequate materials and knowledge of the subject matter, delivering lessons which not only meet the needs of the students but also the requirements of the course. Keeping up to date in your chosen field, attending regular training, maintain continuous professional development and continuing high standards of work and conduct thus complying with legislation and organisational codes of practice.
1. Understand what is required for competence in your own work role 2.1 Describe the duties and responsibilities of own work role 2.2 Explain expectations about own work role as expressed in relevant standards 1.1 The main objective of a learning support assistant is to assist in the support and inclusion of children with special education needs in the classroom and school activities. According to Bruce and Meggitt(2006), the following are qualities that I, as a professional working with children and young adults should have: * listening * comforting * empathy * sensitivity * patience * respect * interpersonal skills * Self-awareness * Coping with stress Also, according to Bruce and Meggitt (2006), the responsibilities that I, as a professional working with children and young adults are: * Confidentiality * Commitment to meeting children’s needs * Responsibility * Respect * Effective communication * Continual professional development Therefore I maintain confidentiality of students and students’ records, work co-operatively with school administrators, special support personnel, colleagues and parents. I must also facilitate home-school communication by such means as holding conferences, telephoning and sending written communications. I must also always ensure they are available to students and parents for conferences according to system policies.
Assessors are responsible for planning of the learning programme, delivering learning or coaching in an effective and timely manner, making judgements about what they see the learner do as part of their job role, record assessments and communicate assessment results to the learner and their mentor/manager.Internal Quality Assurance – responsible for planning of assessment visits, observations and verification schedules; monitoring learner progress and assessor planning; standardisation planning, ensuring up to date information is communicated effectively; developing delivery strategies. | Explain the regulations and requirements for internal quality assurance in own area of practice | My own area of practice includes classroom based teaching and work based learning. As part of the quality assurance process it is important to ensure that all relevant regulations are in place, current and are being followed. Regulations are closely monitored not only by the organisation but also by external regulatory bodies, whereby the impact of non-compliance can result in removal of claims status or withdrawal of services from the awarding body. Internal quality
These lenses correlate to processes of self-reflection, student feedback, peer assessment, and engagements with scholarly literature. Cogitating upon these processes provides the foundation for good teaching and the means to become an excellent teacher. The autobiographical lens, or self-reflection, is the foundation of critical reflection. Teachers may focus on their previous experiences as a learner, or on their experiences as a teacher in order to "become aware of the paradigmatic assumptions and instinctive reasonings that frame how we work" (30). By interrogating, for example, teaching journals, evaluations, student/peer feedback, personal goals/outcomes, and/or role model profiles, teachers can reveal aspects of their pedagogy that may need adjustment or strengthening.