DTLLS UNIT 5
Table of Contents
UNIT 5
Introduction
Being a teacher is definitely not the easiest kind of job, especially if you aspire to be a great one. Nonetheless, the retribution can be tremendous when seeing the results in your students’ accomplishments. In this assignment we will discuss about the role and responsibilities of a teacher. We will mention the teaching cycle, the boundaries, legislation and the codes of practice.
1 Understand own role and responsibilities in lifelong learning.
Your main role as a teacher is to provide your learners with a deeper capacity, reeling them into the dimension of your teaching subject and captivating them by always bringing new ways and methods to make your lessons more interesting.
Reece and Walker believe that, “the modern teacher is facilitator: a person who assists students to learn for themselves” (Reece & Walker 2002)
As a teacher, you are a role model, which will considerately affect your students, either positively or negatively. Your mood and attitude towards the class will definitely have great impact on how the learners will evolve.
Being aware of the students’ needs and requirements is of outmost importance, as they will require understanding and acceptance in achieving their goals. By showing both professionalism and sympathy, a high level of discipline, civility and mutual respect will be maintained.
For your own wellbeing, it is best to keep a professional stance and not become too personal with your learners. Fail to do so, will result in possible disrespect or not being taken seriously.
Be cautious of the information or advice you give to your students, by assuring that the instructions given are according to the codes of practice. The main roles of a teacher are: facilitator, role model, assessor, planner, resource developer and information provider.
Marshall (2006) believes about the role of the teacher as “Perhaps the most important
UNIT 5
Introduction
Being a teacher is definitely not the easiest kind of job, especially if you aspire to be a great one. Nonetheless, the retribution can be tremendous when seeing the results in your students’ accomplishments. In this assignment we will discuss about the role and responsibilities of a teacher. We will mention the teaching cycle, the boundaries, legislation and the codes of practice.
1 Understand own role and responsibilities in lifelong learning.
Your main role as a teacher is to provide your learners with a deeper capacity, reeling them into the dimension of your teaching subject and captivating them by always bringing new ways and methods to make your lessons more interesting.
Reece and Walker believe that, “the modern teacher is facilitator: a person who assists students to learn for themselves” (Reece & Walker 2002)
As a teacher, you are a role model, which will considerately affect your students, either positively or negatively. Your mood and attitude towards the class will definitely have great impact on how the learners will evolve.
Being aware of the students’ needs and requirements is of outmost importance, as they will require understanding and acceptance in achieving their goals. By showing both professionalism and sympathy, a high level of discipline, civility and mutual respect will be maintained.
For your own wellbeing, it is best to keep a professional stance and not become too personal with your learners. Fail to do so, will result in possible disrespect or not being taken seriously.
Be cautious of the information or advice you give to your students, by assuring that the instructions given are according to the codes of practice. The main roles of a teacher are: facilitator, role model, assessor, planner, resource developer and information provider.
Marshall (2006) believes about the role of the teacher as “Perhaps the most important
Bibliography: Gravells, A. (2012) Preparing to Teach in the Lifelong Learning Sector: The New Award, 5th Edition, London: Learning Matters Gravells, A (2008) Preparing to teach in the lifelong learning sector, 3rd Edition, London: Learning Matters Institute for Learning (2008) Code of Professional Practice, [Online], and Available at http://www.ifl.ac.uk/membership/professional-standards. Kelley-Browne, L. (2007). Training to Teach in the Life Long Learning Sector. Essex: Pearson Education Limited. 1st Edition Marshall, B. (2006). Preparing to teach in the Life Learning Sector. London. Edexcel. Petty, G. (1998) Teaching Today – A Practical Guide (2nd edition). Cheltenham: Nelson Thornes Ltd Reece I. and Walker S. (2002) Teaching, Training and learning, 6th Edition, Business Education Publishers Ltd.