Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching Training Cycle

Describe what your role, responsibilities and boundaries would be as a teacher or trainer in terms of the teaching and learning cycle. How might “equality”, “diversity” and “inclusion” impact on a learner’s experience? Give examples from your own experience and research to support your assertions.

Using my personal presence, presonal example, charisma and tools such as ground rules, I need to create the right first impression to ensure that my learners are aware of their responsibilities within the learning environment. I try to create an environment of support, collaboration and mutual respect. I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a duty of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and Safety requirements allowing free movement and access, no trip hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging inappropriate behaviour and encouraging positive behaviour. I could also refer learners back to the ground rules. Depending on the learning needs / progress of individuals I might need to adapt and target some parts of the course content. I need to minimise jargon and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or real barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or ‘privately’ discuss any issues directly with learners.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

Planning and preparation of teaching is supremely important, the teacher and teaching assistant need to work together to achieve the best learning result. Lesson plans and structures will be implemented and will be catered for each learner; they will include teaching methods and techniques, assessments and targets. Teachers have policies, procedures and regulations to adhere to and within organisations will have to take into consideration budgets and resources.

The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

1, Explain what your main role & responsibilities are as a teacher/trainer in Education and Training (1.1)

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

With all of the activities carried our by the learner (with or without the assessor) the assessor needs to make decisions on the learner's competence in relation to the requirements of the qualification. The assessor should make their judgements of success or not and provide constructive feedback to the learner in a way that best suits the individual. If any further action is necessary for the completion of the qualification criteria (i.e. more training, description of knowledge or other evidence of ability) then a further plan should be agreed to achieve this. All such information discussed and agreed should be recorded appropriately at each stage.

Each group (Group A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or “statements of competence”.

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

This form documents learner’s knowledge of educational goal areas formally taught and scheduled in the training session.

According to Clarke (2006) the role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. My main role as a teacher is to facilitate

Once have identified the students needs and have planned and designed the course I can then deliver or facilitate the learning. I can use different styles and activities to keep the students interested. I can invite comments and discussions to enhance their learning. This could promote inclusion of the quietest of the students and also give me time to carefully observe and assess their learning . I may need ice breakers and energisers at times and also maintain any ground rules that may have been agreed at the beginning of the course by the students. I must conform to codes of practice at all times ensuring also that I promote respect, equality and diversity. I will also try to embed language, literacy, numeracy,and ict