Review Your Role, Responsibilities and Boundaries as a Teacher in Terms of the Teaching Cycle.
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Review your role, responsibilities and boundaries as a teacher in terms of the teaching cycle.
The role of the teacher goes far beyond that of simply teaching and having a knowledge to impart to others. Wilson (2008) states that teaching is a continuous process which follows a series of steps to ensure effective learning and according to Minton (2005) the efficacy of a teacher uses these steps in a repeated cycle of identifying needs, planning and design, delivery and review. Therefore, for the purpose of this paper, the teacher’s roles, responsibilities and boundaries shall be reviewed within each stage of the teaching cycle because the cycle provides a cohesive structure for evaluation which is important for improving professional practice (Wallace, 2001).
This paper shall be written from the view of an Adult Community Learning Tutor who has already assimilated the organisation’s policies, procedures and protocols and thus understands the boundaries to which they are expected to keep within and the subsequent responsibilities and roles fundamental to working for the establishment. Moreover, this paper is written in view of a teacher who is familiar with and adheres and to and is bound by the LLUK Professional Standards[1].
Identifying Needs.
Minton (1997) promotes the concept of student centred teaching and therefore encourages active participation from learners to determine the needs of the class in order to deliver and plan an inclusive and engaging programme. Therefore the teacher’s role includes understanding their audience, ascertaining their needs and their scope for learning.
When identifying needs, the teacher is responsible for ensuring that the course is accessible in order to accommodate learners and thus to adhere to all legislative health and safety requirements which impacts upon the planning element of the training cycle to ensure that the course remains within and is executed within all health and safety considerations by...
The role of the teacher goes far beyond that of simply teaching and having a knowledge to impart to others. Wilson (2008) states that teaching is a continuous process which follows a series of steps to ensure effective learning and according to Minton (2005) the efficacy of a teacher uses these steps in a repeated cycle of identifying needs, planning and design, delivery and review. Therefore, for the purpose of this paper, the teacher’s roles, responsibilities and boundaries shall be reviewed within each stage of the teaching cycle because the cycle provides a cohesive structure for evaluation which is important for improving professional practice (Wallace, 2001).
This paper shall be written from the view of an Adult Community Learning Tutor who has already assimilated the organisation’s policies, procedures and protocols and thus understands the boundaries to which they are expected to keep within and the subsequent responsibilities and roles fundamental to working for the establishment. Moreover, this paper is written in view of a teacher who is familiar with and adheres and to and is bound by the LLUK Professional Standards[1].
Identifying Needs.
Minton (1997) promotes the concept of student centred teaching and therefore encourages active participation from learners to determine the needs of the class in order to deliver and plan an inclusive and engaging programme. Therefore the teacher’s role includes understanding their audience, ascertaining their needs and their scope for learning.
When identifying needs, the teacher is responsible for ensuring that the course is accessible in order to accommodate learners and thus to adhere to all legislative health and safety requirements which impacts upon the planning element of the training cycle to ensure that the course remains within and is executed within all health and safety considerations by...