Ptlls Assignment T1

City & Guilds Preparing to Teach in the Lifelong Learning Sector

Section 1 Understand own role, responsibilities and boundaries of role in relation to teaching

Assignment T1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teacher/training cycle

In order that a learners needs can be met, as defined by Maslow’s Hierarchy of needs (1954), teachers have roles, responsibilities and boundaries that can be developed within the teacher/training cycle as described by Gravells (2008:28) It is a succession of designing, assessing and evaluating, and ‘you can start at any point, but you must follow through all the other points for teaching and learning to be effective’ Gravells (2008:27).
Identify the need. As an assessor, reviewer or signposter, it is important that the requirements of the learner and any awarding bodies can be identified. This should then allow for the course to be designed around these individual differences and demands. It must be borne in mind though, that any information gained from a student disclosure must be kept confidential and that respect must be given to any student that refuses to divulge sensitive information.
Design the learning. Here the role of the planner, designer and researcher come into play. It may be that this is the first time the course you are going to teach has been delivered. If the course content is one you are familiar with, then further research may be unnecessary. What you will need though is a lesson plan. Minton (2005:60) describes these as ‘cue-sheets’, enabling you to ‘refer from time to time to check where the lesson is going’. As the planner you need to ensure that the environment that you will teach in is conducive to learning. According to Francis and Gould ‘the teaching environment has three aspects – the physical, social and learning…equally important in the planning of any teaching that we undertake; (2009:16).
The layout of the room may need to be...