Teachers are obliged to develop children’s morality as a part of their education. Children observe and informally learn life skills from an array of sources throughout their lifetime; these influences….
Roles and Responsibilities of a Teacher in the Lls, Module Epf 135
Marie Appleby Module EPF 135 Roles and Responsibilities of a Teacher in the Lifelong Learning sSector The Lifelong Learning UK (2007) standards, highlight the complexity of the role of the FE teacher as follows “teachers have a responsibility for ensuring high standards of teaching and learning, as well as contributing to curriculum development and to the development of their subject knowledge” http://dera. ioe. ac. uk 21/10/11 Identifying Needs A key role of the teacher is to identify the needs of all learners so effective learning can be developed.
The teacher may conduct tutorials at the beginning the course, to review and record personal information, barriers to learning, academic and vocational achievements. The information can be used to develop a learner pro? le, ensuring lesson planning and learning materials are appropriate and increase the chance of successful teaching and learning. Learners may feel uncomfortable disclosing or discussing personal information, therefore it may be advantageous to issue an anonymous questionnaire to the class. All information must be handled in a professional manner and kept con? ential. Planning and Design Teachers could plan and design a learning schedule. Changes can be made to these plans throughout the teaching cycle using assessment and evaluation. Teachers need to ensure that learning outcomes, objectives and aims for the course are covered in an appropriate way e. g. order in which outcomes are planned, delivery strategies, length of time, resources and assessment methods. Courses may be planned with an aim to ensure learning outcomes are met in the time allocated, using appropriate resources and methods.
Teachers’ need to be aware of the requirements issued by their awarding body and organisation. Delivery Delivery of a course should be appropriate for all learners using clear aims and objectives. Activities should be differentiated to accommodate different learning styles. Resources should be well prepared, with suf? cient copies that support the learning activities. Sessions should be divided using an introduction, main and a conclusion to help the lesson progress logically and consolidate learning.
Teachers need to ensure they have the 1 Marie Appleby Module EPF 135 knowledge and skills to deliver the course and be able to answer questions. Teachers should be smartly dressed and use a professional manner when teaching never using discriminatory, judgmental or offensive language. Teacher / student relationships should be based on mutual trust and respect with a responsibility to uphold safeguarding procedures, keeping learners safe, both physically and emotionally, within a safe learning environment. the process of safeguarding protects individuals who may be at risk from abuse or neglect, which could cause an impact on their education, health and development. safeguarding aims to ensure individuals are provided with a caring environment that is safe, promotes optimum life and learning chances”. (safeguardingchildren. org. uk (20/10/2011) Assess Methods of assessment should be planned, fair, reliable and linked to activity tasks. Learner achievement and progress can be monitored throughout the learning process.
Clear, concise and accurate feedback can be given to learners on their progress and achievement. Feedback should be given as quickly as possible, based on the quality of submission or performance, using positive and developmental comments. Information should be recorded in preparation for submission to the course awarding body. Teachers should avoid assessment tasks that do not link directly to the learning objectives, and ensure planned assessments are at the correct level for learners.
Evaluate Evaluations should be conducted after each session, including strengths of the session, and areas for development and improvements. Learners could also be asked to re? ect on the sessions; this could be done verbally, through an evaluation form or by an evaluation activity. Conclusion The teaching/training cycle provides a cohesive structure within which roles, responsibilities and boundaries can be assessed and re? ected upon. The structure of the cycle is such that a successful teacher will multitask stages in a constantly evolving way. This ensures that teacher and students’ re? ctive growth of role, responsibilities and boundaries remains core to reaching a greater understanding of the aims and objectives relating to development with the course. 2 Marie Appleby Module EPF 135 Bibliographic References lluk 2007. (2007). National Occupational Standards (NOS) for the role of learning support practitioner in the lifelong learning sector . Available: http://dera. ioe. ac. uk/2332/1/ lspnosdraft. pdf. Last accessed 21st Oct 2011. Ofstead. What is safeguarding. Available: http://safeguardingchildren. org. uk/. Last accessed 20th october 2011. Word Count: 650 3 Marie Appleby Module EPF 135 4