Ptlls Review What Your Role, Responsibilities and Boundaries as a Teacher Would Be in Terms of the Teacher/Training Cycle
Review what your role, responsibilities and boundaries as a teacher would be in terms of the teacher/training cycle.
The key role of a teacher is to ensure students’ learning, serving as a guide to access the process of learning, with an overall responsibility to help them achieve their goals and objectives.
From this overarching role of learning “facilitator” (Reece and Walker, 2003), several other roles and concomitant responsibilities develop as we progress through the five stages of the teacher/training cycle.
Identifying needs: with any new student it is vital to establish their abilities such as literacy and numeracy, and whether there are any gaps or needs where additional support might be required to help them achieve, giving rise to the roles of assessor and interviewer. The teacher has a responsibility to assess as much whether the student is on the right course for them as whether they have the necessary skill sets to be able to do it and the mental ability to be able to cope with it.
Planning and designing learning: in order to provide relevant and up to date learning and supporting materials, the teacher will need to act as researcher, developer and producer to ensure both availability and variety of user-friendly resources, all while staying current with the curriculum and any subject specific advances.
Delivering: in addition to the obvious role as deliverer of the curriculum, the teacher will also serve as a communicator, mentor and tutor to the students to ensure learning is achieved. Unsurprisingly, there are many responsibilities associated with this stage, from using a variety of teaching methods to match different learning styles and speeds to ensuring the welfare of the students in the learning environment, both emotional, such as addressing bullying, and physical, through health and safety awareness. There is a responsibility to meet students’ needs, for example using coloured paper for students with dyslexia to providing
The key role of a teacher is to ensure students’ learning, serving as a guide to access the process of learning, with an overall responsibility to help them achieve their goals and objectives.
From this overarching role of learning “facilitator” (Reece and Walker, 2003), several other roles and concomitant responsibilities develop as we progress through the five stages of the teacher/training cycle.
Identifying needs: with any new student it is vital to establish their abilities such as literacy and numeracy, and whether there are any gaps or needs where additional support might be required to help them achieve, giving rise to the roles of assessor and interviewer. The teacher has a responsibility to assess as much whether the student is on the right course for them as whether they have the necessary skill sets to be able to do it and the mental ability to be able to cope with it.
Planning and designing learning: in order to provide relevant and up to date learning and supporting materials, the teacher will need to act as researcher, developer and producer to ensure both availability and variety of user-friendly resources, all while staying current with the curriculum and any subject specific advances.
Delivering: in addition to the obvious role as deliverer of the curriculum, the teacher will also serve as a communicator, mentor and tutor to the students to ensure learning is achieved. Unsurprisingly, there are many responsibilities associated with this stage, from using a variety of teaching methods to match different learning styles and speeds to ensuring the welfare of the students in the learning environment, both emotional, such as addressing bullying, and physical, through health and safety awareness. There is a responsibility to meet students’ needs, for example using coloured paper for students with dyslexia to providing
Bibliography: Reece, I. and Walker, S. (2003) Teaching, Training and Learning. (5th ed), Sunderland, Business Education Publishers Ltd. pp3. Gravells, A. (2010) Passing PTLLS Assessments. Exeter, Learning Matters Ltd. pp9. Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. (3rd ed), Exeter, Learning Matters Ltd. pp8.