Role, Responsibilities & Boundaries Within the Teaching/Training Cycle
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- Date Submitted: 03/11/2010 08:24 AM
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Role, Responsibilities & Boundaries within the Teaching/Training Cycle
Introduction
The Teaching/Training Cycle is a framework which ensures a continuous learning environment; both for the learner and for the teacher. It can be seen as a continuous cycle comprising; Identifying Needs, Designing, Facilitating, Assessing and Evaluating. I will link the discussion to my subject of Reiki.
The first part is the identification of needs, that is; the needs of the students in terms of learning styles, previous learning experience, any special needs which may require equipment or adjustment to course materials and the learning environment itself e.g. seating, lighting, health issues, safety issues and fire procedures.
Some learners may have needs that exceed what the teacher can offer; it is the teacher’s role to recognise their own boundaries and refer the student elsewhere. This could be, for example, to address numeracy or literacy needs.
In teaching Reiki, it is important to provide an environment that enhances the experience. This would include comfortable seating (conventional chairs and floor cushions), a central table, massage tables, books to browse and refreshments.
In gauging learner’s previous experience, I would design a pre-course questionnaire asking if people had previously tried meditation and yogic breathing exercises, any experience of Reiki and any personal issues they may wish to share e.g. seating needs.
Stage two is Planning and Design; pre-course information gathered is used to produce an outline lesson plan which may include handouts, PowerPoint presentations and other materials. It should also include initial opportunities for introductions and ice-breaking activities.
I will be teaching the Traditional Usui form of Reiki which has a prescribed syllabus which includes the history, Chakras, meditations, Attunements and opportunities to practice. In terms of materials, the teacher must produce their own set of manuals which are...
Introduction
The Teaching/Training Cycle is a framework which ensures a continuous learning environment; both for the learner and for the teacher. It can be seen as a continuous cycle comprising; Identifying Needs, Designing, Facilitating, Assessing and Evaluating. I will link the discussion to my subject of Reiki.
The first part is the identification of needs, that is; the needs of the students in terms of learning styles, previous learning experience, any special needs which may require equipment or adjustment to course materials and the learning environment itself e.g. seating, lighting, health issues, safety issues and fire procedures.
Some learners may have needs that exceed what the teacher can offer; it is the teacher’s role to recognise their own boundaries and refer the student elsewhere. This could be, for example, to address numeracy or literacy needs.
In teaching Reiki, it is important to provide an environment that enhances the experience. This would include comfortable seating (conventional chairs and floor cushions), a central table, massage tables, books to browse and refreshments.
In gauging learner’s previous experience, I would design a pre-course questionnaire asking if people had previously tried meditation and yogic breathing exercises, any experience of Reiki and any personal issues they may wish to share e.g. seating needs.
Stage two is Planning and Design; pre-course information gathered is used to produce an outline lesson plan which may include handouts, PowerPoint presentations and other materials. It should also include initial opportunities for introductions and ice-breaking activities.
I will be teaching the Traditional Usui form of Reiki which has a prescribed syllabus which includes the history, Chakras, meditations, Attunements and opportunities to practice. In terms of materials, the teacher must produce their own set of manuals which are...