Task 1: Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching / training cycle.
The teaching/training cycle is “called a cycle as you can start at any point, but you must follow through the other points for teaching and learning to be effective”, (Gravells 2008:27), and as such, I would expect my role as a teacher to follow the cycle which involves:
Initially, I need to identify the organisational and learners’ needs. Before delivering the course, I need to find out the location, how many learners are enrolled, the level of the course and what resources are available. I need to carry out an initial assessment of the learners’ needs and whether they are suitable for the course as per the organisation’s criteria.
One boundary could include only having access to an initial assessment that involves the use of a computer when most of the learners don’t know how to use one. Another boundary is knowing when and where to refer students who need help and support that is outside of my remit as teacher.
Designing and Planning
I need to prepare schemes of work and session plans for the course that I will be teaching. These need to be planned taking into account the learner’s needs. I may need to produce handouts with a bigger font size for someone with impaired sight. I am also responsible for providing a safe and welcoming learning environment. This will be done in the first instance by establishing the ground rules with my group.
Boundaries to designing/planning would include lack of resources available, and the need to deliver a course with tight time constraints.
It is my responsibility to facilitate learning by making the sessions interesting, practical and relevant. I also need to ensure that I am planning my teaching to incorporate the visual, auditory and kinaesthetic learners. By doing this, the learners “can then ensure that they are learning in a way that suits them”,...