Your main role as a teacher should be to teach in a way that involves and engages your student every session. You should also make sure that each individual is learning with consistent assessing of their progress and keeping records of this, to help we have a teaching and learning cycle (Gravells, A. 2012).
The teaching and learning cycle This is called a cycle as you may start at any point and continue but all of the points must be completed to be successful. The five points are:
* Identify needs
* Quality assurance and evaluate
Identify needs: information is needed in order to find out what both yours, and your prospective student’s, needs are. This should be gathered and processed before you start to teach. When learners enrol, general information about that person can be used to help us and to help them, for example, if the new learner has disclosed that they have any disabilities such as ADHD, Autism, and Dyslexia or need any specialist equipment. Initial assessments can also give us some additional information such as present skills, knowledge also identify individual learning styles. You will need to know your own boundaries within your personal teaching role, for example, it may be possible that you have to know when to refer a learner to a professional within your teaching, environment; this could be to student services, a specialist in a specific disability, counsellor or an agency for further assessment or help. If you don’t take this action and try to deal with a matter like this yourself, it may lead you to become too personal with your learners.
You might think you are doing the right thing but a specialist in the certain area will be able to deal with this efficiently and professionally. This is to ensure you meet the needs of the individual learner. With this information you have gathered you will then be able to see what resources, rooms, times are available for you to use and when. Ground rules are also very important to establish straight away. A good way of doing this is by asking your learners to give their opinions, on why rules should be in place, and what rules there should be, and of course the ground rules that have to be in place. Planning: When you have chosen your course that you wish to teach, the governing/awarding body for that course will have a syllabus, the contents of this will need to be covered. To do this, careful preparation in the form of session plans and schemes of work will need to be designed.
This will give detailed information on what every session will consist of giving detailed aims and objectives which will need to be achieved by the end of the class, what equipment will be used and how long to spend on each subject. These plans you have made will have a structure, so for instance, your first lesson will be an induction to the course health and safety matters such as taking a register of learners, fire protocol, introducing yourself and have learners do the same. Fun ways of doing this can be conducted and is usually known as an icebreaker; this eases the learners and makes them more comfortable.
You may need to speak with colleagues to arrange certain matters or even liaise with professionals from outside of the environment we work in. You will also need to make sure when all this planning is completed, that all the legislations generic and specific are followed, all of them are equally important, but for an example: * DATA PROTECTION ACT (1998):” it controls how your personal information is used by corporations or the government. Its rules require everyone who collects data to follow strict rules, and to keep your information safe.” Any information you collect about a student must be locked away which only you can access or your administration team and its teacher/student confidentiality (direct.gov.uk. 2012).
* HEALTH AND SAFETY AT WORK ACT (1974) (risk assessments): “A risk is nothing more than a careful examination of what, in the workplace, could cause harm to people (employees, visitors and public), so that the employer you assess whether or not enough precautions are being used to prevent harm. The aim is to make sure that nobody is injured or becomes ill.” Risk assessments will need to be carried out on the room or room’s you will use, with every single piece of equipment you will need in it. (www.mendip.gov.uk, 2012)
Facilitate: You will have to be aware that every learner you teach, will learn and pick up information differently. Learner styles will have to be picked up as soon as possible, there are three different learner styles and learners usually have one prominent style, the styles are;
* Visual (seeing)
* Aural (hearing)
* Kinaesthetic (doing)
You can find out what learner style each learner is by conducting a simple test in the form of a handout, count the ticks in each column and it will give a rough idea of the best way they learn. You will need to make sure each lesson is delivered to facilitate each of the learner styles so each learner is catered for, so progressive leaning takes place which is being professional incorporating equality and diversity. Different resources what are available can be used to deliver the lesson to engage learners and make their learning experience one that they remember and learn from. Assess: You will need to keep records of any assessment or any assignments handed in, along with feedback. This will give you a clear guideline on how your learner’s knowledge and skills are progressing, throughout the course or even one particular lesson. You will then be able to give feedback in a constructive manner which will help your learners.
The assessment and assignment material will usually come from the awarding body, in which case the results/assignments may be sent to them, or an awarding body verifier may come to check, this is another reason why records must be kept, because if any of the learners work goes missing there would be no record of the work been completed. Internal verifiers may also check your assessing results for learners to make sure you are keeping within the guidelines on been fair to every individual, records of this will also be kept including dates, times and by whom. Quality assurance and evaluate: Good ground rules should be established straight away to create a safe and pleasant teaching and learning environment, this can give you consistency in delivering the best possible sessions.
You will need to keep yourself up to date with all the latest information on teaching, teacher training days, update courses and updates sent by post or email, if you are part of any organisations will do this. Keeping yourself up to date and following relevant codes of practice will ensure the best possible sessions and courses are delivered; every course must be evaluated by your learners which will enable you to improve your teaching and delivery of the next course. ‘Obtaining feedback from your students in different ways: for example, verbally, written or electronically’ (Gravells, A. 2012). The feedback you receive along with any personal journals you may write can be recorded and used to reflect and grow from.
* Gravells, A (2012). Preparing to teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters.
* Direct.gov.uk (2012) Government Citizens and Rights, available at http://www.direct.gov.uk/en/governmentcitizensandrights/yourrightsandresponsibilities/dg_10031451 (Accessed 29.10.2012).
* http://www.mendip.gov.uk (2012) available at http://www.mendip.gov.uk/CouncilService.asp?id=SX9452-A7801706 (Accessed 27.10.2012)
Martial arts instructor
My own roles and responsibilities require me to do a lot more then what other teachers may have to do in their teaching environment. It is my own business therefore it makes me accountable for everything that happens. This makes everything challenging, hard work but very rewarding. When I first started teaching, I had a mentor who assisted me with the initial set up stages, to ensure everything was done correctly. I needed to register with a governing body that sets our curriculum, and also provides any help regarding most situations that may happen. They also provide you with instructor insurance, guidelines to follow and even come inspect the place of teaching to risk assess it. This works very well because any help I need with learners, regulations, assessments, insurance and my own personal training, they assist and give as much support as needed. With working with children and in schools I needed to apply for an Enhanced CRB, The Enhanced Disclosure shows details of all Cautions, Warnings, Reprimands and Convictions held on an individual’s criminal record. It will also search whether the applicant is on the children / vulnerable adults Barred Lists, which goes without saying, is very important.
This unit has helped me tremendously and highlighted things which I was not aware of doing, I realise there are some things I do well, and some areas I need to improve on, for example ; finding out learners individual needs, including health and background information is a strong point. I have realised that I check that the learner’s needs are met before they have their first session. This is carried out over the phone by asking them what they wish to achieve in the sessions. As a back up to the phone call, they will also fill out a personal analysis form; this gives me written evidence on what the learner’s goals are, if they are intrinsic or extrinsic motivated, confidence level, physical activity level. This helps so I can continuously review the learner’s progress towards the goals they choose, and adapt them if not, or if the goals have changed. This works very well, is very effective and helps me on deciding on what level I need to teach a specific session at.
This is essential for retention of the learners and for recruiting new learners. Delivering quality consistent sessions and involving and engaging every learner, is another one of my strong points. Disguised in the sessions progression is monitored by making notes and a more formal assessment is carried out by a stripe test or full belt grading each month; this is set by my governing body but carried out by myself. Records of this are duplicated which I keep one, and one is sent to the governing body and there database is updated. Assessments are carried out in a fair and professional manner and feedback is given but I think the system I use could be improved and made more professional by having a quarterly quality feedback form. This could be given to learners and parents to fill out and hand in to consistently improve on and develop each session; this would include questions on the instructor and the curriculum that is delivered, difficulty levels and so on.
This would make sure I am keeping sharp and up to date as a teacher, involving the learner and parent to make sure they are happy and progressing and making sure the difficulty of the sessions is aimed at every learner’s ability. Whilst delivering each lesson I make the best effort in demonstrating each technique in various angles. This is to ensure the visual learners can see what it looks like, whilst demonstrating I am talking through the exact movements I am showing with an explanation of why it’s done like that, what its best for, and where its best to strike. This helps the aural learners and just doing the actual movements and getting on with it will assist in the kinaesthetic learners. The whole time I have been teaching like this, but not realising the importance of meeting the needs of the different learner styles. This ensures that each individual leaner has the best possible chance of learning, understanding and retaining the information been taught.
After covering this in unit 008 I now know its importance. Record keeping, filing reports and documents away is very important and this unit has reinforced this as a weak area of mine. Knowing the complications more in depth now with the Data Protection Act (1998) and teacher student confidentiality, I have already made steps to insure all paper work is filed and logged straight away, and I have a proper filing system at home. This works very well now as all the learners information is kept together, and is easily accessible. In my role as a teacher there are only a few professionals I would be responsible for liaising with; a member of the NSPCC or social services. I would only need to speak to these professionals if I thought a young person may have been abused.
The training I received on a safeguarding children and vulnerable adults course, does not make me a specialist in that area so I still need to follow my child protection policy given by my governing body. Other instructors and my governing body are the only other professionals I would use. This would be to help me with any questions relating to the curriculum, grading assessments, temporary instructor cover, insurance and basically anything that is needed to keep everything safe and running efficiently and effective. Both of these are very important in the safety and quality of my learner’s sessions. If we didn’t have any other professionals that we could work with or involve we could be, in a way mistreating learners by not fully understanding a potential problem, taking on too much and overstepping our boundaries in what we are capable of doing.