Roles and Responsibilities of a Teacher in the Lls, Module Epf 135

Marie Appleby mental faculty EPF 135 Roles and Responsibilities of a Teacher in the Lifelong Learning sSelectroconvulsive therapyor The Lifelong Learning UK (2007) standards, richlylight the complexity of the determination of the FE teacher as follows teachers have a business for ensuring high standards of didactics and eruditeness, as well as contributing to curriculum development and to the development of their subject experience http//dera. ioe. ac. uk 21/10/11 Identifying involve A key role of the teacher is to identify the needs of solely learners so effective learning can be developed.The teacher whitethorn conduct tutorials at the beginning the rail, to review and record personal information, barriers to learning, donnish and vocational achievements. The information can be used to develop a learner pro? le, ensuring lesson planning and learning materials are appropriate and growth the chance of successful teaching and learning. apprentices may feel uncomfortable disclosing or discussing personal information, therefore it may be advantageous to issue an unnamed questionnaire to the class. All information must be handled in a professed(prenominal) manner and kept con? ential. Planning and Design Teachers could plan and blueprint a learning schedule. Changes can be made to these plans throughout the teaching cycle exploitation assessment and evaluation. Teachers need to fancy that learning outcomes, objectives and aims for the course are covered in an appropriate way e. g. order in which outcomes are aforethought(ip), 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 on the wholeocated, victimization appropriate resources and methods.Teachers need to be aware of the requirements issued by their awarding be and organisation. Delivery Delivery of a course should be appropriate for all learners using clear aims and objectives. Activiti es should be differentiated to accommodate different learning styles. Resources should be well prepared, with suf? cient copies that make the learning activities. Sessions should be divided using an introduction, main and a conclusion to help the lesson progress logically and unify 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 sprucely 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 strongguarding 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 twist or neglect, which could cause an impact on their education, health and development. safeguarding aims to en sure 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 tonus of submission or performance, using positive and developmental comments. Information should be recorded in preparation for submission to the course awarding body. Teachers should forefend 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 aske d 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 social 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 sum of money 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 o ctober 2011. Word ascertain 650 3 Marie Appleby Module EPF 135 4