Dttls Unit 2.1 Continuing Personal and Professional Development
Continuing Personal and Professional Development
Task 1:
The role of a teacher has changed considerably over the years in the past the teacher may have been perceived as being the fountain of all knowledge and the purveyor of information. I would like to think we are still the fountain of all knowledge but the way we deliver our courses has changed considerably. We no longer stand at the front of the class with rows and rows of learners sitting waiting for us to transmit the information to them.
As a teacher we are now the facilitator of knowledge. Our job is to guide the learners and allow them to take responsibility for there own learning. We are less likely to have students in rows in front of us and more likely to have them working in groups or researching in the learning centre. (Ian Reece &Stephen walker p.3)
As for our individual roles I believe they can be broken down into the following
Instructor – this is when the teacher is delivering a certain part of the course by instructing the learners. In my job role this could be me telling my learners how to use a tool correctly.
Friend – this is a role that can be very advantageous but you need to be aware of the boundaries and ensure that the learners are too.
Councillor – you may find a teacher that one of your student need advice and guidance this could be on an educational subject or home or financial issues. It would then be your responsibility to advise the learner as best you can and seek guidance if necessary.
Parent – this can be in a role similar to the councillor but also in reference to Eric Bernes Transactional analysis. When communicating with your learner you could find yourself slipping into this role. Role model – when delivering any course the teacher is trying to inspire the learners and one way of doing this is to be a role model. By presenting yourself well to the learners and demonstrating how this subject and the choices you have made has help you
Task 1:
The role of a teacher has changed considerably over the years in the past the teacher may have been perceived as being the fountain of all knowledge and the purveyor of information. I would like to think we are still the fountain of all knowledge but the way we deliver our courses has changed considerably. We no longer stand at the front of the class with rows and rows of learners sitting waiting for us to transmit the information to them.
As a teacher we are now the facilitator of knowledge. Our job is to guide the learners and allow them to take responsibility for there own learning. We are less likely to have students in rows in front of us and more likely to have them working in groups or researching in the learning centre. (Ian Reece &Stephen walker p.3)
As for our individual roles I believe they can be broken down into the following
Instructor – this is when the teacher is delivering a certain part of the course by instructing the learners. In my job role this could be me telling my learners how to use a tool correctly.
Friend – this is a role that can be very advantageous but you need to be aware of the boundaries and ensure that the learners are too.
Councillor – you may find a teacher that one of your student need advice and guidance this could be on an educational subject or home or financial issues. It would then be your responsibility to advise the learner as best you can and seek guidance if necessary.
Parent – this can be in a role similar to the councillor but also in reference to Eric Bernes Transactional analysis. When communicating with your learner you could find yourself slipping into this role. Role model – when delivering any course the teacher is trying to inspire the learners and one way of doing this is to be a role model. By presenting yourself well to the learners and demonstrating how this subject and the choices you have made has help you
Bibliography: Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford. Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, New Jersey Beard, Colin; Wilson, John P.. Experiential Learning : A Handbook of Best Practice for Educators and Trainers. London, , GBR: Kogan Page Ltd., 2006. p 32. Johns, C. and Graham, J. (1996) Using a Reflective Model of Nursing and Guided Reflection. Nursing Standard 11 (2) 34-38. http://www.ahot.utu.fi/yliopistot/materiaali/index/using_a_model_of_reflection.pdf Berne E (1964) The games people play penguin books Ian Reece, Stephen Walker 2009, Teaching, training & Learning a practical guide, 6th edition http://www.learningandteaching.info/learning/theories.htm