teaching role and responsibilities in education and training
The role of a teacher required them to wear many hats, in different roles for different classes. Teacher wants the learning experience to be a holistic memorable time for the students. They do this by creating a safe learning environment which enable open communication and encourage student discussion on the subject, this will also allow the teacher to assess various learning style to utilize the most appropriate teaching methods, which will enable all students to have an equal learning experience.
Fig 1 Teaching Cycle
The diagram above is an adapted version of the Kolb’s Experiential Learning Cycle taken from, David. A. Kolb (1984) ‘Experiential Learning: Experience as the Source of Learning and Development.’
Image 1
Identify Needs: It is important to understand previous learning experiences, learning styles and special educational needs of the student. This first stage is called the initial assessment process where the teacher gains clarity of each learner understanding and knowledge of the course subject.[unique_solution] The initial assessment process will also assess the learner’s numeracy and literacy skills as there maybe areas where further development is required to enable learners to achieve their personal learning goals, as well as the course aim and objectives. This process also allows the teacher to recognise the learning styles of each learner, and allows measures to be put in place in advance for any difficulties they may potentially encounter because of this. For example; taking into account external factors which may affect the learner i.e. Childcare, ESOL, and financial to name a few.
Planning and Design: Learning how to prepare a teaching plan is recognised as a key skill. The Teacher needs to design a lesson plan, which is known as the ‘scheme of work.’ Providing a generic overview of the course objectives reaching all the learners and delivers the learning outcomes. The lesson plans must include different teaching methods that consider the students learning style, the resources to be used as well as the length of time to complete each session. The lesson plans must be engaging, learners ’need to understand the aim of the session and the outcomes expected. There are times when the learning plan will have input from a number of people in the organisation due to specialise subject, we give the trainer a brief outline of what we want the training to achieve the trainer must come up with the aims, learning outcome and objectives of the course once we have agreed the learning points the training is commissioned.
Factors that need to be considered at the planning stage are: ensuring each lesson is planned in a timely manner using various resources, activities (e.g. worksheets, Q&A, team activities), setting a steady pace and allowing scope for overrun, so that the lesson is structured to meet the levels of capability for each learner. It is also important for a teacher to factor in additional tasks such as a filler activity or an extension activity for those who may complete set tasks ahead of time. Lastly, a teacher must ensure lessons are not planned beyond the learner’s capability.
Delivery/Facilitator: A key responsibility for teachers is supporting learners in actively taking control of their own learning. Excellent delivery skills are required whether you are facilitating a classroom or virtual learning. Trainer who are commissioned to delivered training for London Borough of Redbridge (LBR), Engagement, Planning and Development Team are observed while delivering training to staff to ensure that they are constantly reading the learners to see whether they are meeting the needs of the session if not to observe how they turn the session around. Facilitator should not be afraid to stray from the plan if that seems to be the audience’s need. This is the stage where platform experience and good facilitation skills are required.
It is the Engagement, Development and Learning aim to empower, motivate and facilitate change across Redbridge. We work with people inside and outside the organisation to redesign services, develop skills and capabilities and effectively manage change in Redbridge.
Teachers may draw upon their knowledge of each learners learning style to identify a variety of learning approaches to achieve this goal. Cotton refers to the idea of the teacher taking of the role of a facilitator when she says; “The teacher becomes not the instructor or the authority in a subject but the facilitator of learning. The teacher and trainer become the catalyst for the student to discover how he or she prefers to study.” Cotton, J and Kogan, P (1996) ‘The Theory of Learners: An Introduction.’ P110.
Assessment: This is an opportunity for teachers to assess learners through; observing their development, asking questions, and encouraging discussions. Teachers can gather information which helps to determine how learners are progressing in their learning, where they may require support with additional learning skills, and teachers may also begin to recognise the learning styles which the different learners develop better within. This process also helps students stay involved and motivated and encourages self-reflection and responsibility for their learning.
Evaluation: It is important for teachers to incorporate self-evaluation into their teaching practice because it can dramatically improve their effectiveness when they understand what has work and what doesn’t during the classes. As part of the agreement with trainer who are commissioned to deliver training for LBR evaluation forms are completed after the class this information is recorded on the training system and shared with managers so see attendance to training, feedback on the training and allows the L&D team information on success of the training and if the training was good value for money. We also give an evaluation form to the trainer to assess their opinion for further consideration of the training. Self-evaluation is an opportunity for teachers to reflect on the quality of their own teaching style, lesson plans, resources used, as well as identifying where there may be room for improvement or change. The evaluation process can be achieved through receiving constructive feedback from peers/colleagues and learners to influence future improvement.
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
The Care Act (2014) – Recognises carers in their own right, allows scope for choice from people being cared for, and looks at the need for assessment for both. The Care Act also incorporates associated legislation such as safeguarding, recognises the transitioning phase from children to adults, and acknowledges the need for support of young carers.
Mental Capacity Act (2005) – Amended in 2019 to replace the Deprivation of Liberty safeguards (DoLS), Recognises whether someone has the capacity to make decisions regarding their personal circumstances or whether those decision need to be made on their behalf.
Autism Act (2009) – Provides awareness of the needs for individuals who may be on the autistic spectrum.