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

Marie Appleby mental faculty EPF cxxxv Roles and Responsibilities of a Teacher in the Lifelong eruditeness sSector The Lifelong Learning UK (2007) standards, full(prenominal)light the complexity of the aim of the FE instructor as follows teachers have a responsibility for ensuring high standards of pedagogy and tuition, as well as contributing to curriculum developing and to the development of their subject knowledge http//dera. ioe. ac. uk 21/10/11 Identifying Needs A appoint role of the teacher is to identify the regards of all learners so effective acquire faecal matter be developed.The teacher whitethorn conduct tutorials at the beginning the railway line, to freshen up and record personal information, barriers to learning, academic and vocational achievements. The information give the sack be use to develop a learner master? le, ensuring lesson programning and learning materials argon let and increase the chance of successful statement and learning. Learner s whitethorn feel uncomfortable disclosing or discussing personal information, therefore it may be advantageous to issue an anonymous questionnaire to the class. alone information must be handled in a professional manner and unploughed con? ential. Planning and Design Teachers could plan and design a learning schedule. Changes can be made to these plans throughout the teaching cycle apply judicial decision and evaluation. Teachers get to ensure that learning outcomes, objectives and aims for the course are covered in an appropriate vogue e. g. order in which outcomes are intend, slant 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, use appropriate resources and methods.Teachers need to be cognisant of the requirements issued by their awarding body and organisation. delivery Delivery of a course should be appropriate for all learners using take a shit aims and objec tives. Activities should be antitheticiated to accommodate different learning styles. Resources should be well prepared, with suf? cient copies that bet on the learning activities. Sessions should be divided using an introduction, main and a conclusion to swear out 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 neer using discriminatory, judgmental or distasteful language. Teacher / student relationships should be establish on mutual trust and appreciate with a responsibility to uphold safeguarding procedures, holding learners safe, both physically and emotionally, within a safe learning environment. the process of safeguarding protects individuals who may be at risk from corrupt or neglect, which could cause an impact on their education, health a nd development. safeguarding aims to ensure individuals are provided with a caring environment that is safe, promotes optimum life story and learning chances. (safeguardingchildren. org. uk (20/10/2011) Assess Methods of assessment should be planned, fair, reliable and relateed to activity tasks. Learner achievement and progress can be monitored throughout the learning process.Clear, succinct and accurate feedback can be stipulation to learners on their progress and achievement. Feedback should be wedded as quickly as possible, ground on the quality of submission or performance, using positive and developmental comments. schooling should be recorded in dressing for submission to the course awarding body. Teachers should distract assessment tasks that do not link directly to the learning objectives, and ensure planned assessments are at the correct aim for learners.Evaluate Evaluations should be conducted after each session, including strengths of the session, and areas fo r development and improvements. Learners could also be asked to re? ect on the sessions this could be through verbally, through an evaluation form or by an evaluation activity. Conclusion The teaching/training cycle provides a glutinous 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 hollow to reaching a greater judgement 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 . for sale http//dera. ioe. ac. uk/2332/1/ lspnosdraft. pdf. Last accessed 21st Oct 2011. Ofstead. What is safeguardin g. procurable http//safeguardingchildren. org. uk/. Last accessed 20th october 2011. Word bet 650 3 Marie Appleby Module EPF 135 4