Review What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching/Training Cycle
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Review what your Role, Responsibilities and Boundaries would be as a teacher in terms of the Teaching/Training Cycle
The Teaching/Training Cycle can be separated into five or six key stages: identifying needs, planning/designing the course, assessing what learners have learned, evaluating the course and returning to identify the needs of the group.
The role of the teacher early on, when identifying the needs of the group, is to dispel tension or any anxiety the learners might have. The best way to do this is with an ice-breaker exercise, such as encouraging the learners to introduce themselves to the group. One ice-breaker session might not be enough but there should probably be no more than two. Hopefully the ice-breaker encourages the learners to participate in open discussion (with teacher and peers) about any extra needs they might have, ranging from extra needs they might have, ranging from extra academic help (due to ADHD or other conditions) to what the group feel they need from the faculty in terms of the room and equipment. Ann Gravells states that “Icebreakers also help retain attention, keep motivation high and help the group to work together.” Gravells (2008:41) Performing the role of mediator in this discussion gives the tutor a good insight into the needs of the group and provides an opportunity to be inclusive - the teacher can promote equality by taking the different learners’ learning styles/personalities into account when designing the course.
In terms of responsibilities and boundaries, the teacher must decide on what ‘tone’ to use according to how the ice-breaker went. Providing an induction - contact details and information about the faculty/course (location of toilets/fire escapes/disabled facilities) - must fall under responsibilities, as should explaining to the learners about the issues of CRB checks if needed. Establishing trust with the group is important early on, but a teacher must also make sure not to break the...
The Teaching/Training Cycle can be separated into five or six key stages: identifying needs, planning/designing the course, assessing what learners have learned, evaluating the course and returning to identify the needs of the group.
The role of the teacher early on, when identifying the needs of the group, is to dispel tension or any anxiety the learners might have. The best way to do this is with an ice-breaker exercise, such as encouraging the learners to introduce themselves to the group. One ice-breaker session might not be enough but there should probably be no more than two. Hopefully the ice-breaker encourages the learners to participate in open discussion (with teacher and peers) about any extra needs they might have, ranging from extra needs they might have, ranging from extra academic help (due to ADHD or other conditions) to what the group feel they need from the faculty in terms of the room and equipment. Ann Gravells states that “Icebreakers also help retain attention, keep motivation high and help the group to work together.” Gravells (2008:41) Performing the role of mediator in this discussion gives the tutor a good insight into the needs of the group and provides an opportunity to be inclusive - the teacher can promote equality by taking the different learners’ learning styles/personalities into account when designing the course.
In terms of responsibilities and boundaries, the teacher must decide on what ‘tone’ to use according to how the ice-breaker went. Providing an induction - contact details and information about the faculty/course (location of toilets/fire escapes/disabled facilities) - must fall under responsibilities, as should explaining to the learners about the issues of CRB checks if needed. Establishing trust with the group is important early on, but a teacher must also make sure not to break the...