Understanding the Teaching Role and Responsibilities in Training
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- Date Submitted: 01/15/2015 08:58 AM
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Q1
Role responsibilities boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle (FENTO) a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such a way that all students are encouraged to enter into wider debate surrounding the topic they have chosen. To ensure sessions, aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within a group and considering learners motivations and previous experiences helps identify various teaching methods and could be useful throughout the programme. Sessions incorporating visual, auditory and hands on learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring objectives from a different perspective.
The main responsibility of the teacher is to continually reassess development change during the course and create seamless transition to ensure smooth delivery. As students develop better understanding of aims and their need to change and this is reflected in continual reassessment. It is the teachers’ responsibility to monitor evaluate and improve the quality and effectiveness of their delivery by taking into account the learners changing needs. Course structure and coherent delivery are the responsibilities which require adaptation and flexibility to reflect newly identified needs as seen in the teaching/training cycle. Discussion and course critics provide the opportunity to identify changing needs, course content and how the course was delivered.
Boundaries ground our ethics; they are core to recognising our limitations and realising when changes may be required. Being open to change and incorporating others’ input involves recognising when boundaries must be revisited. Obvious boundaries such as...
Role responsibilities boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle (FENTO) a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such a way that all students are encouraged to enter into wider debate surrounding the topic they have chosen. To ensure sessions, aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within a group and considering learners motivations and previous experiences helps identify various teaching methods and could be useful throughout the programme. Sessions incorporating visual, auditory and hands on learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring objectives from a different perspective.
The main responsibility of the teacher is to continually reassess development change during the course and create seamless transition to ensure smooth delivery. As students develop better understanding of aims and their need to change and this is reflected in continual reassessment. It is the teachers’ responsibility to monitor evaluate and improve the quality and effectiveness of their delivery by taking into account the learners changing needs. Course structure and coherent delivery are the responsibilities which require adaptation and flexibility to reflect newly identified needs as seen in the teaching/training cycle. Discussion and course critics provide the opportunity to identify changing needs, course content and how the course was delivered.
Boundaries ground our ethics; they are core to recognising our limitations and realising when changes may be required. Being open to change and incorporating others’ input involves recognising when boundaries must be revisited. Obvious boundaries such as...