1.1 Teaching Role and responsibilities in education and Training The teacher should be qualified to teach the learners, and be able to identify key aspects of related current legislation and know how to challenge discriminatory behaviour and attitudes. They should be well prepared for their lesson, be able to provide the correct resources and information relevant to the course and be knowledgeable about the subject or in the case of covering for another teacher, know where to find information in order to answer questions from learners. Teachers should make an initial assessment the needs of learners prior to starting the course in order to assess their suitability to the course there are delivering. Lessons should be prepared and sessions well planned. Establishing good ground rules at the start of the lessons are an important part of the teacher’s role to ensure everyone has clear expectations within the classroom environment, this helps to ensure appropriate behaviour and respect for others within the class.
Refocusing on your thinking and knowledge to generate new ideas. Look at your behaviour, learning needs and your judgement. Why is reflective practice important? Reflective practice is important for you to focus on how you interact with your colleagues, customers and the each environment that you will be in. It’s an impact on yourself learning and knowledge you have gained.
The importance of reflective practice (RP) for classroom teachers. It deals with the definition of RP and its steps. It also represents how it is helpful to classroom teachers. Many questions are raised in modern days regarding the need and significance of reflective practices by classroom teachers. Reflection denotes thoughtful consideration of a situation or event that has taken place with the intention of understanding and learning from it and changing or improving future actions.
The job analysis would point out the duties of the HR Trainer, along with the tasks, responsibilities, and specifications needed to perform in the position. Developing the learning objectives would be a means of setting goals for the training to ensure the training’s purpose has been fulfilled. Developing the training content would go hand and hand with the learning objectives. Once the learning objectives are determined, the trainee can easily develop the training content. As with all training methods, there are advantages and disadvantages to self directed learning.
Roles and responsibilities tutors should have in the life long sector A tutor in the lifelong learning sector has a multitude of roles and responsibilities and within this short essay the author will attempt to identify and evaluate each role. According to Duckworth et al (2010), understanding the roles and responsibilities is essential for anyone working in the Lifelong sector. Duckworth et al (2010) asset that, while teaching in an organisation a tutor will meet and work with different staff with different roles and responsibilities. It is useful that they develop the ability to work within a multidisciplinary team through effective use of a combination skills, theory, and techniques. The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012).
Identify all potential causes which could explain why the problem occurred. Test each potential cause against the problem description and data. Identify alternative corrective actions to eliminate root cause. Verify Corrective Actions. Confirm that the selected corrective actions will resolve the problem for the customer and will not cause undesirable side effects.
During this process I would develop a realistic plan for learning and assessment with the learners. An initial assessment contributes to the learner’s professional development by high-lighting the learner’s skills, and experience, it can also identify any specific needs your learners have. Prior learning can also be taken into account, by focusing on observations and practical tasks, an initial assessment provides an individual plan based on the learner’s abilities and achievements, it is a basis for on-going informative assessments which ensure learners demonstrate progressive learning. For an assessment I would use two methods for gathering evidence; direct - such as observation or work product and
That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives. The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays.
As you begin your practicum, it is important to list your desired outcomes for learning and then identify and arrange activities and experiences that will help you reach those goals. A learning outcome is what you gain, achieve, get exposed to, or master as you work toward professional competency. A learning goal is a broad description of what you plan to learn, and is not usually mea- surable. A learning objective is what you hope you will know or be able to do following your practicum and is usually measurable. Learning activities are the actual steps you take to help you achieve the outcomes you desire.
Not only are looking for a theoretical solution to the problem, but implement the solutions proposed by the team. Each member of the group preparing the issue, which he/she wants to talk with others (for professional matters). Action learning method supports the organisation in the face of the need to make breakthrough changes affecting organisational culture. In the team there positive developments on personal development, communication and build trust, focus on the development of the entire organisation. Meetings using the method action learning could take place regularly e.g.