Preparing to Teach in the Lifelong Learning Sector
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- Date Submitted: 03/17/2011 04:53 AM
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Element 1
Roles Responsibilities and Boundary’s
Author
If I can talk about my own learning experiences first, most of my learning while I was at school took place in a sterile environment sat in front of a blackboard franticly trying to write down what the teacher was saying and copying from the blackboard. Most of the teaching fell into this category the so called chalk and talk method. Within this method some teachers captured your attention and engaged you some didn’t just luck of the draw. Personally I’m very interested in history but I didn’t take it as an option because the teacher made the subject so boring. Assessment of competence was always in the form of an exam at the end of a year and if you did good you must have listened. And it has to be said that if you were good at exams then this method worked for you. Of course all the people who panicked and found exams very stressful could often be left behind.
1.1 Understand own role, responsibilities and boundaries of role in relation to teaching.
As I work in the adult work based training environment, my approach must be slightly different to that of a school teacher. All the people I teach are already adults and have gone through the school system with varying amounts of success.
A teacher’s role must be to impart knowledge to a person, how this is done is the art of being a good teacher.
Lesson plan’s need to be devised and written to clearly define the aims and objectives of each course in order to facilitate effective learning akin to the Collins dictionary definition of “knowledge gained by study, instruction or scholarship”.
Students often attend courses under instruction from their employer, some delegates are keen to attend and learn whilst some attend in order to ‘tick a box’ or may have negative experiences from previous courses or their time at school. Such negativity may be from poor previous course delivery by other teachers or through a lack of use of an effective learning...
Roles Responsibilities and Boundary’s
Author
If I can talk about my own learning experiences first, most of my learning while I was at school took place in a sterile environment sat in front of a blackboard franticly trying to write down what the teacher was saying and copying from the blackboard. Most of the teaching fell into this category the so called chalk and talk method. Within this method some teachers captured your attention and engaged you some didn’t just luck of the draw. Personally I’m very interested in history but I didn’t take it as an option because the teacher made the subject so boring. Assessment of competence was always in the form of an exam at the end of a year and if you did good you must have listened. And it has to be said that if you were good at exams then this method worked for you. Of course all the people who panicked and found exams very stressful could often be left behind.
1.1 Understand own role, responsibilities and boundaries of role in relation to teaching.
As I work in the adult work based training environment, my approach must be slightly different to that of a school teacher. All the people I teach are already adults and have gone through the school system with varying amounts of success.
A teacher’s role must be to impart knowledge to a person, how this is done is the art of being a good teacher.
Lesson plan’s need to be devised and written to clearly define the aims and objectives of each course in order to facilitate effective learning akin to the Collins dictionary definition of “knowledge gained by study, instruction or scholarship”.
Students often attend courses under instruction from their employer, some delegates are keen to attend and learn whilst some attend in order to ‘tick a box’ or may have negative experiences from previous courses or their time at school. Such negativity may be from poor previous course delivery by other teachers or through a lack of use of an effective learning...