1.Review your role, responsibilities and boundaries as a teacher/ trainer in the terms of the teaching/ training cycle
"Learning is the process whereby knowledge is created through the transformation of experience"
( Kolb 1984 )
People have different learning styles which are influenced by personality type, areas of specialisation, career choice, and current job role. Several articles I have looked at propose that teachers should assess the learning styles of their students and adapt their classroom methods to suit each student's learning style. As Kolb suggests creating an experience will influence the learning process.
The learning cycle is one of the tools we use to facilitate learning
Identifying needs – Initially finding out if we have a need for this course within the establishment. My role as a trainer goes on to identify the learners’ needs. Before the course starts I carry out an initial assessment of all learners. I carry out further evaluation of learners’ needs on the first day of the course through a questionnaire and informal discussions. I intend this evaluation to encourage communication during the training sessions and strive to match the concept of Maslow (1954) by providing trainees with the opportunity, within sessions, to realize personal potential, self-fulfillment and to seek personal growth and peak experiences.
Planning and design – Preparing a scheme of work, session plans and teaching and learning materials to ensure the requirements of the syllabus are covered. This may vary if I am supplied with session plans or if I have to produce my own work. At this stage of the learning cycle I am also responsible for other activities such as keeping records, booking venues and arranging visual aids and equipment to facilitate learning.
Delivery - Using a variety of teaching and learning approaches. These methods should meet the preferred learning styles of the learners whether they are activists, ready to volunteer and join in from the outset or maybe, like the reflector they need more time to think about the information. Adapting sessions and providing a variety of resources for students should meet the needs of the theorist and the pragmatist too. This may sometimes prove more difficult if the trainer is given course materials to work with rather than producing my own. However, a teacher is responsible for the delivery of lessons in such a way that it reaches all the students considering the needs of the organisation too. Assessment – It is the role of the teacher to decide the best methods of assessing learners and my responsibility to do this in accordance with the procedures of the governing bodies. I will keep records of assessments and achievements of students and provide feedback accordingly.
Evaluation – Evaluation is an important responsibility of the teacher. It identifies and provides opportunities to implement improvement within their teaching skills and the teaching process. Evaluation should also be an ongoing process throughout all stages of the cycle.
In order to facilitate learning it is recognised that the teacher must maintain a professional relationship with learners and colleagues and at all times value them as individuals and support them. In the class, beside engaging and motivating learners, I ensure a safe and supportive learning environment. Since referring to the Index for Inclusion ( Booth and Ainscow 2002 ) I understand that it is my duty to establish ground rules that promote inclusion which will in turn reduce barriers to participation and learning.
Teachers have wide authority in the class for maximising their effectiveness as a teacher by influencing a positive teaching and assessing environment, but of course there are boundaries. It is the teachers` responsibility to know the limitations and how far they can go when performing their duties. As a teacher I should never attempt to enforce my own