Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning. (Woolfolk, Margetts, 2010). To promote effective learning and teaching, implementation of quality plan is significant. Planning should include all the essential ingredients of effective teaching to model the commitment to learning. Effective teaching should acknowledge the impact of factors such as attitudes, perception, expectations, abilities, gender, socio-cultural background and maturity on every learning experience.
The teacher should have the ability to check learners understanding during lessons. It is important that the teacher recognises learners may respond in different ways to feedback and should adapt techniques accordingly. Evaluation of the course is essential to ensure it is up to date and still relevant, that it meets the needs of the learners, and that objectives and learning outcomes are being achieved. Self-evaluation is also important to ensure teaching techniques are appropriate and that the
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.
Student records, attendance, achievement and disciplinary details will be some of the information kept. By assessing need I can gather the information required to enable me to plan and design a suitable learning experience that can be delivered satisfactorily. My responsibilities are many and varied; from ensuring that the course delivers on its aims and outcomes to satisfying the students’ learning needs both from a course material perspective and any further assistance they may need to complete the course. By making good use of the assessment and evaluation parts of the TTC I will be able to ensure that I am meeting their needs and that the course is delivering the content and standard that is expected. Boundaries are ethical and course and student related.
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. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
Factors that outline teaching as a professional career. Professionalism involves a special form of knowledge. A teachers own decision-making, reflection, Autonomy, and the ethical standards of conduct. They are the knowledge of substance which is the understanding of substances such as math, science, geography and literature. Periodical content information is the skill to show intangible concepts.
Through this study I hope to be able to adapt my learning of PCM into a practical understanding and use it as a tool to create a teaching environment conducive to focused and engaged learning. What is meant by Positive Classroom Management? Positive Classroom Management is the generic term for a set of management skills used in the classroom to precipitate a controlled, relaxed and productive learning environment. It requires the teacher to take on the mantle of ‘Leader’ within the classroom and earn authority and respect
The ADEPT system greatly concentrates, not only in ensuring that teachers cover the required content, but it also ensures that the task is completed with the utmost skill. In order to warrant this concept, the quality of education offered should be of high standards to help in student development. The system is also designed to provide assurance that the studies the students receive from the teacher’s guide them appropriately to meeting the career expectations in the job market. Therefore, teachers are required to be conversant with the ADEPT requirements. It is only through this that teachers may be able to enter the professional teaching practice (Grenaney et al., 17).
Teacher’s Work, Identity and Education Policy Introduction The description of teacher’s work and identity is something that directly impacts the way in which a teacher will teach. Policy documents such as the Norms and Standards policy texts, therefore have a great influence over how teachers perceive themselves, how they are seen by others and how and what they practice in the classroom. They influence ideas of teacher professionalism and to a certain extent dictate the extent to which teachers can be seen as autonomous, accountable professionals in the field of teaching. Policy documents also create an ideal notion of the teacher to which the teacher is expected to work towards, and yet, as we will discuss, these ideals are possibly unattainable and contribute to the de-professionalism of teachers today. This essay will compare and discuss the approaches towards the description of teacher’s work in the existing and proposed Norms and Standards policy texts and see how they relate to the ideas of professionalism, teacher identity and teaching practice.