Task 3: Roles and Responsibilities Home Study Written Task Introduction This task prepares you for working in a school. It covers key aspects of schools as organisations. This includes the structure of the education system, the roles and responsibilities of key members of the school team and the purpose of school ethos, mission statement and aims and values. Assessment You can either use the templates that follow to record your work, or produce your own. You will be assessed on your knowledge and understanding, through your assessor looking at your written records.
My role there is to work under the teaching and senior staff, usually in the classroom with the teacher, to support learning for students and to give general support to the teacher in managing the children and the classroom. I also have to take
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.
This will ensure that every student has the highest possible chance of success. • Plan and design The roles here is to be an organiser and researcher. It's a teacher’s responsibility to plan and design a course in such a way as to ensure that it meets the specific needs of the learners. Some courses are constrained by the subject of the material and can only be delivered in a certain manner. Following a syllabus becomes essential as it enables the teacher to map the learning outcomes, and the aims
Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas. A TAs list of duties can be quite varied depending on the school, staff and what is expected. The Teacher The teacher’s role is to be in complete control of their class, preparing lessons, and supervising the staff/visitors in the classroom. A teacher will prepare individual pupil targets and give direction to other staff in the class room. When disciplinary action needs to be taken normally the teacher in charge
According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.
According to Starratt (2008) supervision as a field of educational practice with clearly delineated roles and responsibilities has formed slowly over the years with curriculum development. Glickman and Gordon (2007) define curriculum as what is intentionally taught to students in a district, school, or classroom. Glanz (1992) states that curriculum development and educational supervision must be viewed as integral partners in providing effective instruction in schools. Through research, many authors share the same views on educational supervisions role and functions of the supervisor in curriculum development. Starratt (2008) found that supervisors role in curriculum development involve substantive data collection in addition to providing ongoing training and resource support.
Introduction Adult educators apply different philosophies of education in their field of practise depending on their area of practice. The writer is going to describe the behaviourism adult education philosophy showing its merits and demerits to his field of practice. He will define the terms adult education, behaviourism philosophy then discuss the pertinent issues and finally concluding the discussion. Definition of terms UNESCO (1976:4) says “adult education denotes the entire body of organized educational processes, whatever the content, level and method, whether formal or otherwise, whether they prolong or replace initial education in schools, colleges and universities as well as in apprenticeship, whereby persons regarded as adult by the society to which they belong develop their abilities, enrich their knowledge, improve their technical or professional qualifications or turn them in a new direction and bring about changes in their attitudes or behaviour in the twofold perspective of full personal development and participation in balanced and independent social, economic and cultural development”. According to Merriam and Brocket (1997:3), adult education refers to the activities designed for the purpose of bringing about learning among those whose age, social roles, and self perception define them as adults.
As a subordinate, I am someone who has to follow the rules and report to a supervisor. In school, I have the status of being a student. My role is to complete assignments and learn. This is a very different role for me than those that I hold at work. At work and at home as a mother, I have a role in which I have to teach and guide people.
Teachers were not required to be ‘skilled instructors’ and the method of teaching was rather obvious and uncomplicated. (Ryan, 1997, p. 29-30) The format also fit well with the main style of classroom teaching use at the time. It used the simple text-book learning format with which both children and teachers were familiar. For example history texts were often made up of important dates, great people, and accounts of the great events of history. The approach of catechism texts gave the teachers some significant authority when presenting the catechism to students as it was what they were used to in other subjects.