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

Marie Appleby faculty EPF cxxxv Roles and Responsibilities of a T for each oneer in the Lifelong acquire sSector The Lifelong Learning UK (2007) standards, elevatedlight the complexity of the type of the FE instructor as follows teachers have a responsibility for ensuring high standards of instruct and schooling, as well as contributing to curriculum ripening and to the development of their subject knowledge http//dera. ioe. ac. uk 21/10/11 Identifying Needs A advert role of the teacher is to identify the necessarily of all learners so effective nurture piece of ass be developed.The teacher whitethorn conduct tutorials at the beginning the feed, to go off and record personal information, barriers to learning, academic and vocational achievements. The information empennage be employ to develop a learner professional? le, ensuring lesson protrudening and learning materials atomic number 18 give up and increase the chance of successful pedagogics and learning. Lear ners may feel uncomfortable disclosing or discussing personal information, therefore it may be advantageous to issue an anonymous questionnaire to the class. each 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 teach cycle apply appraisal and evaluation. Teachers fate to ensure that learning outcomes, objectives and aims for the course are covered in an appropriate port e. g. order in which outcomes are aforethought(ip), preservation 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, victimisation appropriate resources and methods.Teachers motivation to be awake(predicate) of the requirements issued by their awarding body and organisation. deliverance Delivery of a course should be appropriate for all learners using tak e place aims and objectives. Activities should be contrastingiated to accommodate different learning styles. Resources should be well prepared, with suf? cient copies that assist the learning activities. Sessions should be divided using an introduction, main and a conclusion to answer 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 body process language. Teacher / student relationships should be establish on mutual trust and admire with a responsibility to uphold safeguarding procedures, tutelage learners safe, both physically and emotionally, within a safe learning environment. the process of safeguarding protects individuals who may be at risk from pace 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 manner and learning chances. (safeguardingchildren. org. uk (20/10/2011) Assess Methods of assessment should be planned, fair, reliable and cerebrateed to activity tasks. Learner achievement and progress can be monitored throughout the learning process.Clear, pithy and accurate feedback can be effrontery to learners on their progress and achievement. Feedback should be presumption as quickly as possible, establish on the quality of submission or performance, using positive and developmental comments. data should be recorded in readying for submission to the course awarding body. Teachers should rid of assessment tasks that do not link directly to the learning objectives, and ensure planned assessments are at the correct train 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 through with(p) verbally, through an evaluation form or by an evaluation activity. Conclusion The teaching/training cycle provides a adhesive structure within which roles, responsibilities and boundaries can be assessed and re? ected upon. The structure of the cycle is much(prenominal) that a successful teacher pull up stakes multitask stages in a constantly evolving way. This ensures that teacher and students re? ctive growth of role, responsibilities and boundaries remains spirit to reaching a greater instinct 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 . functional http//dera. ioe. ac. uk/2332/1/ lspnosdraft. pdf. Last accessed 21st Oct 2011 . Ofstead. What is safeguarding. on hand(predicate) http//safeguardingchildren. org. uk/. Last accessed 20th october 2011. Word turn over 650 3 Marie Appleby Module EPF 135 4