Teacher Training Cycle
Role, responsibilities and boundaries are evolving qualities within my role as the teacher which are assessed and reflected upon using the teaching/training cycle. This involves a cycle of assessment, planning and review. My role/responsibility is to facilitate learning to everyone, without discrimination, gender or racial, and also to facilitate communication in such a way that all students are encouraged to enter into a wider debate surrounding the topic they have chosen. To ensure sessions’ learning outcomes are meaningful and applicable to students, my involvement in the teaching role incorporates ongoing administration and assessment. An initial assessment of varying learning styles within a group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful for me to use throughout the programme. A teacher must be able to recognise when additional help is required to further the learning experience. Therefore I must ensure that I work at each individual’s level and to assist learning to their capabilities i.e. if I had a student with dyslexia, I would need to address how to assist them e.g. use of coloured paper or provision of a laptop. This could be assessed with a test paper at the beginning of a course. Most people learn by a combination of more than one style therefore I would organise my sessions incorporating visual examples (seeing), aural (listening and talking), and kinaesthetic (doing) learning styles. This would ensure that students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective.
My role is to create a safe learning environment to establish open and trusting relationships with my learners. Recording changes by completing relevant administration ensures records are up to date in order to evaluate changes to forthcoming learning outcomes. One of my main responsibilities...
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