In order to teach them successfully, you need to find out about them as people and learners. Task 3 What would you want to find out about a group of learners that you had to teach so that you could plan your lessons? How would you find out? You usually find out about:
Sam Ballington Look at your own role and responsibilities in education and training and analyse what you do.
Think about different aspects of your role and describe them. Analyse the relationships and boundaries between the teaching role and other professional roles. Describe what points of referral are available to meet the needs of learners and why they might be required.
Give specific examples of learner needs and applicable points of referral to include how you would action to referral, such as who you would contact and how they would support the learner.
For example, additional learning needs that are outside your own area of competency. Name key aspects of legislation, regulatory requirements, and codes of practice in relation to your role, and describe how you follow them.
The roles of a teacher are diverse and encompassed within those roles are a number of responsibilities which a teacher must endeavour to fulfil Petty, Teachers must work towards several Unit 1 teachers and learners documents and meet the regulatory requirements of a number of individual bodies with the profession.
Teachers must maintain boundaries and know the limitations of their own. Teachers should demonstrate respect to their profession and maintain its integrity through adherence to Codes of Practice.
The profession of teaching is one in which there are a number of roles that must be undertaken and an array of responsibilities which must be fulfilled, it provides diversity and there are many aspects to which teachers must give substantial consideration if they are to ensure effective practice Wallace, The teacher has a responsibility to ensure that learning takes place and it can be suggested that such task is the key motive for them.
However, whilst the teaching is significant, it should be noted that the Unit 1 teachers and learners important undertakings within the learning environment are not the actions of the teacher, but the actions of the learners Petty, The teaching cycle is a five-stage model that provides a structure on which the teaching and learning processes can be based.
The five stages of the model are identifying needs, planning and enabling learning, facilitating learning, assessing learning and quality assurance and evaluation Gravells, ; Machin et al. The cycle is continuous and makes evident the cyclic process that is teaching, as the fifth stage providing feedback to the first.
The teaching cycle is significant as it can enable teachers to better understand their roles and responsibilities and makes evident to them that it is not just the teaching that is important but all that happens both before and after it Gravells and Simpson, The first stage of the model is identifying needs and at this stage there are a number of requirements of the teacher.
It is such actions that enable teachers to ensure that they identify the needs of the learners they are to meet. Moreover, the teacher must ensure that they identify any potential barriers or challenges to learning, as certain students may have additional requirements to ensure that they are able to fully access learning.
The teacher has a number of responsibilities at this stage such as ensuring that students are on the right programme of learning and providing appropriate information to them. Teachers have a responsibility to keep records of all interactions with students and to maintain the confidentiality of such information.
The second stage of the model is planning learning and the teacher must use the work they have undertaken at the first stage to support this.
The second stage of the model requires teachers to prepare a scheme of work for the learning programme, with relevant aims and to arrange lesson plans for each session within it Tummons, The stage e ui es the tea her to undertake risk assessments to ensure the safety of the learning environment and the learners within it, and to undertake contingency planning to prepare for unexpected circumstances Wilson, The third stage of the model is the facilitation of learning in which the teacher has a number of roles and responsibilities.
The teacher must make use of a broad range of teaching methods and approaches, employing strategies to meet the diverse needs of each learner. The teacher has a responsibility to ensure that teaching methods are inclusive and that approaches are engaging; providing challenge for learners and making use of differentiation if necessary Reece and Walker, Teachers have a requirement to embed functional skills such as literacy, numeracy and ICT within their teaching sessions and should seek to make use of new technologies Gould and Roffey-Barensten, It is important that teachers recognise their role in relation to behaviour management, through outlining to learners ground rules and apply appropriate sanctions as necessary Wallace, Teachers have a role in undertaking and fulfilling the administrative requirements placed on them such as maintain student records for the purposes of monitoring progression.
It is the role of the teacher to maintain a safe and supportive learning environment, in which all learners are able to succeed to the best of their abilities.
The stage requires that teachers work stringently within the Codes of Practice and maintain professional boundaries following appropriate legislation such as the Equality Act ensuring that they promote equality and value diversity Gravells and Simpson, ensuring that whilst each learner is recognised as being different, these differences are recognised positively and encouraged, with each having equal rights Gravells, ; Machin et al.
Teachers have a responsibility to ensure that learners are adequately prepared for the assessment process and are knowledgeable of aspects such as appeals procedures Tummons, Teachers have a responsibility to ensure assessment decisions are valid, fair and reliable and check for plagiarism if necessary with subsequent standardisation of assessment decisions, working with internal verification personnel.
The teacher must ensure that a variety of assessment methods are used, including formative and summative Murphy, The fifth stage of the model is quality assurance and evaluation and at this stage there are a number of requirements of the teacher.
The teacher must partake in the quality assurance process which may involve liaising with external verification personnel to ensure the integrity of the qualification that has been awarded has been maintained and that the assessment procedures that were undertaken were appropriate and have resulted in appropriate assessment decisions Murphy, The evaluation process requires that the teacher reflects on the effectiveness on the programme in relation to aspects such as delivery and content and this is based on the teacher being reflective themselves and through the acquisition of feedback from learners and other professionals such as fellow teachers Gravells, ; Machin et al.
The outcome of the evaluation process should support the continuing of the cycle and provide feedback for the first stage so as to continually improve the teaching and learning process.Chapter 1.
Knowing Our Students as Learners. Depending upon the readiness of the students, a teacher can either provide a graphic organizer (e.g., a Venn diagram or a T chart) or have the students develop their own visual organizing structure.
After each unit of study, David asks the students to reflect in writing on their choice, the. Page 5 Learners Teachers and Learners Unit 1 n n n n n n n When looking at learners of English we have to consider a number of factors, such as age, culture, language level and motivation for learning.
Direct students to Tax Tutorial—Payroll Taxes and Federal Income Tax Withholding. Explain that employers use the Social Security tax rate ( percent), the Medicare tax rate ( percent), and the information on Form W-4 to compute the amount to withhold.
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Jan 24, · Unit 1 WORKSHEET – UNIT 1. A teacher should be able to involve all learners throughout the lesson. Teachers should avoid asking the same people all the time for their input as this would make the shy learners feel even more out of place.
The reasons that you give do not have to be in the unit reading material. Find expeditionary learning unit lesson plans and teaching resources. Quickly find that inspire student learning.