Responsibilities free essay sample

Review what your role, responsibilities and boundaries would be as a teacher in terms of the teaching /training cycle. My aim in this assignment is to examine what role, responsibilities and boundaries would be as a teacher in terms of the teacher/training cycle. According to Wilson (2009), roles are functions of a teacher, which are, planning and preparing for the class, developing interesting ways to deliver the lesson, assessing the impact of learning, ensuring safe learning environment, marking work, feedback, record keeping. The teaching/ training cycle consists of five phases. The initial stage is ‘Identifying Needs’. I am the assessor, reviewer; sign poster. It is my responsibility to identify the needs of learners usually based on their social, physical, intellectual, cultural and emotional needs. I ask previous teachers, look at the ROA, Use a VARK test to see what different learning styles (visual, auditory read/write and kinaesthetic).Cooper (1996) as cited in Wilson (2009)analysed peoples learning preferences, following the assumption that most learning occurs through the left side of the brain (noted for logic and order) yet by using the right side of the brain (noted for creativity), learning could be enhanced. We will write a custom essay sample on Responsibilities or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I must provide an appropriate learning environment. I must set professional boundaries in the teacher/learner relationship. I must know where my professional role stops and refer them onto someone else if the learner has any financial, personal issues. The second stage of teaching cycle is ‘Plan and Design’.I am the planner, designer, reviewer, scheduler. I plan and design a course which meets the learner’s needs and the course requirements. It is also my responsibility to write the syllabus for the course ensuring that all learning outcomes, aims and objectives are met. Several factors need to be considered, for example the aims and objectives, time and resources available for delivery and how learning is going to be evaluated. I include a variety of teaching methods in the lesson plan, for example lecture, role play, discussion, and demonstration to maximise the potential for learning.I’m usually faced with limitations in resources available and conditions to meet the requirements of the awarding body. The third stage of the teaching training cycle is ‘Deliver’ and is where I am the tutor, demonstrator; communicator; facilitator. Claire E. Weinstein and Richard E Mayer (1983) state that â€Å"Good teaching includes teaching students how to learn, remember, think and motivate themselves. I deliver the course, appealing to learners of different levels with different leaning styles. At the start of each lesson I tell the learner what the objectives are and how they relate to the overall course outcome. I also support learners during tasks. I have a responsibility to keep the learners safe and assess the safety of the classroom. I maintain current knowledge of my subject. I keep all the necessary records and paperwork. I maintain professional boundaries throughout the delivery of the course. I dress ‘appropriately’ – an ‘appropriate’ style of clothes will differ according to the subject. I communicate and behave in an acceptable way. I keep a professional distance from the learner, never get too friendly remembering at all time that the teacher/learner relationship. The fourth stage is ‘Assess’.Assessment is the way learning is measured and a learner’s progress towards the final objective is checked. I am the assessor, recorder, marker, etc. Assessment can be done by different methods, for example assignments, observation or simulations. Regardless of which method is used I’m responsible for ensuring the assessment is SMART (specific, measurable, achievable, realistic, and time bound). The results of the assessment are used to evaluate the effectiveness by reflection. I give accurate feedback to learners on their progress and make sure their progress gets recorded in accordance with the awarding body or organisational procedures.I never set assessment tasks that are not linked directly to the objectives. I make sure that the assessments are at the correct level for the learners and assess what the learners should be able to achieve. The final stage is ‘Evaluate’. At this stage I am the evaluator, researcher, reflector, reviewer and questioner. I complete a lesson evaluation after each session and reflect on sessions which can be done verbally or by using evaluation forms or some other form of evaluation activity.This process of reviewing and evaluating should pave way to implement any changes considered to be beneficial during the course delivery. The importance of reflection on the ability to improve my performance is shown by Petty (fourth edition p447) â€Å"Only people who reflect on, and learn from, past successes and failures are able to improve† Successful reflection enables me to change my aims ,objectives, planning and delivery as necessary when I continue with the training cycle.I am limited in the ways to make changes to my evaluation techniques as I have to be well within the rules set by the awarding body. I even face problems sometimes in evaluating students at different levels. Teachers are required to be aware of key aspects of the current legislation and codes of practice relevant to their subject and organisation. In conclusion, I must be aware of my roles, responsibilities and boundaries, as a teacher at all times. Word Count 842