Reflective Account On Teaching And Learning
Reflective Account for Assignment 001
Teaching can be challenging and rewarding if you enjoy what you are doing, if you don’t enjoy what you teach then it can become boring, it soon rubs off on your learners and gives the impression of “If the tutor isn’t interested, then why should I be?” It can also be boring, but this is where the challenge begins to make it fun so that the learner understands what is being taught without loosing interest quickly.
It is your responsibility as a teacher/tutor to make sure that your own subject knowledge is as up to date as possible at all times, it helps you cover questions from your learners that you might not be prepared for but gives you a basis to give a formidable answer instead of giving them wrong information.
Teaching includes a lot of roles and responsibilities.
Equality and Diversity are main areas found within teaching, you have to remember that not everyone comes from the same background or has the same beliefs; things like language barriers may stop people from learning.
Always …show more content…
assess and evaluate your learners in possibly every lesson you teach, this will help you assess whether they are learning and understanding or are just simply bored! This can be done in numerous ways, like recapping your lesson by choosing to highlight the main points to be learned, question and answer sessions, or even a mini test or assessment, be creative when doing things like this as in hindsight to my SIA Training, if its fun, its always remembered, but always make sure that it is easy to understand for all. Always try and involve everyone, even if they do not understand what you are saying or do not understand what you are asking, make it simple, rephrase your question, ask others to help them out, don’t leave them out, they simply wont learn and feel embarrassed. Initial assessment is always a good starting point to see how much the learner understands, my SIA training colleague has put together a booklet for ethnic minorities that would like to get into the security industry, this is where we can get a basic understanding on how much English they speak or understand because some of the awarding bodies are aware that people are obtaining licences but do not understand a word of English, he now offers people a maths and English course to help them get a better understanding of what is being asked.
Whilst doing my SIA course we have a little game of “Millionaire” based on the TV Show that we do on the 1st day to give us an understanding of what people know about the security industry, what they understand about door supervisors and CCTV operators, it helps establish if people need extra help when doing assessments towards their qualifications, we also say that if you have any learning difficulties or any problems then to quietly speak to myself or my colleague, it just prevents them from being embarrassed in front of people the don’t know, this is our way of doing an initial assessment as you get to see who are confident in learning and who are not, this gives us a chance to adapt our teaching if someone does come to us and express a learning problem, or a problem in general.
I have found in adults that it can cause some major insecurities, which can sometimes prevent them from applying a job because of fear of
rejection.
Lifelong learning is always a teaching process for yourself as a tutor/teacher and the learner, I, myself at the age of 29, am still learning new skills and vital information that will help me have a better understanding in some jobs and also whilst doing this course, I have been able to look back on SIA training days and think to myself, “did this work?” “How can I do this better?” Doing my CCTV badge has given me a bigger insight into the Data Protection Act and how certain procedures should be done in accordance with the Law; I am constantly keeping up to date with laws and legislations.
Lifelong learning is exactly what it says, you are learning throughout your life, as a tutor, I would always want my learners to leave with the best possible knowledge and understanding of what they have learned, if I am asked a question that I do not know the answer to, instead of trying to be clever and giving a wrong answer, I will admit that I am unsure, but will challenge myself to at least be able to come back with some kind of answer, which will give me greater knowledge and also my learners. Planning of lessons is key, you need to ask yourself ‘what do I want my learners to take away from todays session and how am I going to do this?” taking into account your initial assessment at the beginning of teaching will help you decide on how to structure and plan your lessons as well as asking yourself what worked and what didn’t. This can also help you assess yourself and where your key strengths are while teaching, it will also help identify your weaknesses which in turn should help you focus on improving yourself and your teaching skills and thinking about what works well in a classroom/training environment. Assessment and planning will help you to develop in all areas. Initial assessments will help to give you a starting point of your learners and your needs, Formative assessments are always on-going, they help to provide feedback to your learner on how they are doing and also gives feedback on yourself, Summative assessment measures what you have learned, brings you to the end of your teaching/training and gives you a chance to reflect on your teaching period, also gives you a chance to look at how well your learner has understood what you have taught.
As a tutor/teacher you always have to be aware of the needs of learners, in todays society needs can be a list of things, something’s we can identify quickly and some needs that may be underlying and not quite visible in a first assessment. Needs can be anything from dyslexia, ADHD, language barriers and more. Planning and delivery of lessons can be based on assessments of learners, things like maths and English questions can give an insight into whether someone has dyslexia, or whether they enjoyed school when they were younger, this can help to identify parts of your lesson plans that you might think will be boring to the learner, and give you the option to make it more entertaining to learn where people might struggle, basic but informative and enjoyable lessons may be better than information laden lessons. Also planning can be something as simple as having a learner that has dyslexia, they may need a bit of coloured paper that helps them focus on text, instead of singling the person out how about printing all sheets needed on the required coloured paper. Always be aware of your individual learners and how their different backgrounds and life experiences may help someone that is not as confident in themselves, if you have someone in your group that is struggling, pair them with a person that may be able to help coax out information which will in turn make that person feel good about themselves and think “oh, I did that! It was easier when explained this way, maybe I can do this!” People seem to work better as part of a team as everyone gets involved and it is a chance to share opinions and experience. Visual assessment can work very well by looking at which learners can work together well and which learners can be disruptive and cause problems, if you can conquer this problem pretty quick then you will have a good learning environment, also sitting down with learners and getting them involved in their own assessments can be beneficial as they may be more critical of themselves, i.e. formative assessment.
Other professionals play a role in your learning, it is your responsibility to identify if a learner may need extra help whilst learning, knowing when to approach someone to ask if they need any help and knowing which professional to seek help and advice from is always a fine line, you may think that someone is struggling with an assessment and suggest to them that they can do extra study classes or point them in the direction of someone within the college/school that may help, they may take that as an insult and feel upset, or they may be grateful for the extra help, its knowing when to bring in your own personal judgement and your professional judgement. There are also plenty of professionals that you as a tutor can consult if you are unsure on what to do, i.e. other staff members, heads of departments in schools/colleges, course managers etc. you have to know your own limits.
Learning environments are important, you as a tutor are responsible for your learners safety as well as your own, without being aware you are doing a dynamic risk assessment every day (something I learned whilst SIA training!), you know when something doesn’t feel right or look right, you wouldn’t want to teach in a class that is freezing cold with a broken window, a learner could end up with a cold or catch themselves on broken glass, which could result in injury, whether it be major or minor, if they are not happy in their environment then it interferes with learning, if everyone is comfortable and happy within their environment then learning will take place, I know from experience that training in the Stadium of Light can affect my mood and my rate of learning, sometimes the training room is cold and no matter how many times we ask for the heating to be turned up and the air conditioning to be turned off, the room always ends up cold, which makes me personally irritable and can present a barrier in my learning, if I am cold (and I really do feel the cold) then I become grumpy and not really a person to be around, therefore my attitude and my behaviour affects your attitude you’re behaviour (another SIA training tip), so if I am grumpy then no one will really want to listen to what I say or be interested in what I am trying to teach. If all parties involved work together and you simply explain that the cold is affecting people from learning then hopefully this will help pass on a message to say that if people are comfortable in their working environment then they will enjoy what they do. Focusing on ground rules will help to maintain set boundaries, this will help to keep all learners safe in their environment, get everyone involved and enforce the rules if they are broken, this will help everyone to understand that yes you are available to help to the best of your abilities and to what your professional boundaries allow, but will also help learners to understand that overstepping boundaries are a breach of rules and that it is not allowed, main example that springs to mind is the teacher and student that forged a secret relationship and boarded a train to France, this is not allowed, this resulted in the teacher being stricken from all professional boards and now will not be able to work in teaching again, the pupil could be bullied and harassed in school which could have very fatal consequences.
Teaching can be challenging and rewarding if you enjoy what you are doing, if you don’t enjoy what you teach then it can become boring, it soon rubs off on your learners and gives the impression of “If the tutor isn’t interested, then why should I be?” It can also be boring, but this is where the challenge begins to make it fun so that the learner understands what is being taught without loosing interest quickly.
It is your responsibility as a teacher/tutor to make sure that your own subject knowledge is as up to date as possible at all times, it helps you cover questions from your learners that you might not be prepared for but gives you a basis to give a formidable answer instead of giving them wrong information.
Teaching includes a lot of roles and responsibilities.
Equality and Diversity are main areas found within teaching, you have to remember that not everyone comes from the same background or has the same beliefs; things like language barriers may stop people from learning.
Always …show more content…
assess and evaluate your learners in possibly every lesson you teach, this will help you assess whether they are learning and understanding or are just simply bored! This can be done in numerous ways, like recapping your lesson by choosing to highlight the main points to be learned, question and answer sessions, or even a mini test or assessment, be creative when doing things like this as in hindsight to my SIA Training, if its fun, its always remembered, but always make sure that it is easy to understand for all. Always try and involve everyone, even if they do not understand what you are saying or do not understand what you are asking, make it simple, rephrase your question, ask others to help them out, don’t leave them out, they simply wont learn and feel embarrassed. Initial assessment is always a good starting point to see how much the learner understands, my SIA training colleague has put together a booklet for ethnic minorities that would like to get into the security industry, this is where we can get a basic understanding on how much English they speak or understand because some of the awarding bodies are aware that people are obtaining licences but do not understand a word of English, he now offers people a maths and English course to help them get a better understanding of what is being asked.
Whilst doing my SIA course we have a little game of “Millionaire” based on the TV Show that we do on the 1st day to give us an understanding of what people know about the security industry, what they understand about door supervisors and CCTV operators, it helps establish if people need extra help when doing assessments towards their qualifications, we also say that if you have any learning difficulties or any problems then to quietly speak to myself or my colleague, it just prevents them from being embarrassed in front of people the don’t know, this is our way of doing an initial assessment as you get to see who are confident in learning and who are not, this gives us a chance to adapt our teaching if someone does come to us and express a learning problem, or a problem in general.
I have found in adults that it can cause some major insecurities, which can sometimes prevent them from applying a job because of fear of
rejection.
Lifelong learning is always a teaching process for yourself as a tutor/teacher and the learner, I, myself at the age of 29, am still learning new skills and vital information that will help me have a better understanding in some jobs and also whilst doing this course, I have been able to look back on SIA training days and think to myself, “did this work?” “How can I do this better?” Doing my CCTV badge has given me a bigger insight into the Data Protection Act and how certain procedures should be done in accordance with the Law; I am constantly keeping up to date with laws and legislations.
Lifelong learning is exactly what it says, you are learning throughout your life, as a tutor, I would always want my learners to leave with the best possible knowledge and understanding of what they have learned, if I am asked a question that I do not know the answer to, instead of trying to be clever and giving a wrong answer, I will admit that I am unsure, but will challenge myself to at least be able to come back with some kind of answer, which will give me greater knowledge and also my learners. Planning of lessons is key, you need to ask yourself ‘what do I want my learners to take away from todays session and how am I going to do this?” taking into account your initial assessment at the beginning of teaching will help you decide on how to structure and plan your lessons as well as asking yourself what worked and what didn’t. This can also help you assess yourself and where your key strengths are while teaching, it will also help identify your weaknesses which in turn should help you focus on improving yourself and your teaching skills and thinking about what works well in a classroom/training environment. Assessment and planning will help you to develop in all areas. Initial assessments will help to give you a starting point of your learners and your needs, Formative assessments are always on-going, they help to provide feedback to your learner on how they are doing and also gives feedback on yourself, Summative assessment measures what you have learned, brings you to the end of your teaching/training and gives you a chance to reflect on your teaching period, also gives you a chance to look at how well your learner has understood what you have taught.
As a tutor/teacher you always have to be aware of the needs of learners, in todays society needs can be a list of things, something’s we can identify quickly and some needs that may be underlying and not quite visible in a first assessment. Needs can be anything from dyslexia, ADHD, language barriers and more. Planning and delivery of lessons can be based on assessments of learners, things like maths and English questions can give an insight into whether someone has dyslexia, or whether they enjoyed school when they were younger, this can help to identify parts of your lesson plans that you might think will be boring to the learner, and give you the option to make it more entertaining to learn where people might struggle, basic but informative and enjoyable lessons may be better than information laden lessons. Also planning can be something as simple as having a learner that has dyslexia, they may need a bit of coloured paper that helps them focus on text, instead of singling the person out how about printing all sheets needed on the required coloured paper. Always be aware of your individual learners and how their different backgrounds and life experiences may help someone that is not as confident in themselves, if you have someone in your group that is struggling, pair them with a person that may be able to help coax out information which will in turn make that person feel good about themselves and think “oh, I did that! It was easier when explained this way, maybe I can do this!” People seem to work better as part of a team as everyone gets involved and it is a chance to share opinions and experience. Visual assessment can work very well by looking at which learners can work together well and which learners can be disruptive and cause problems, if you can conquer this problem pretty quick then you will have a good learning environment, also sitting down with learners and getting them involved in their own assessments can be beneficial as they may be more critical of themselves, i.e. formative assessment.
Other professionals play a role in your learning, it is your responsibility to identify if a learner may need extra help whilst learning, knowing when to approach someone to ask if they need any help and knowing which professional to seek help and advice from is always a fine line, you may think that someone is struggling with an assessment and suggest to them that they can do extra study classes or point them in the direction of someone within the college/school that may help, they may take that as an insult and feel upset, or they may be grateful for the extra help, its knowing when to bring in your own personal judgement and your professional judgement. There are also plenty of professionals that you as a tutor can consult if you are unsure on what to do, i.e. other staff members, heads of departments in schools/colleges, course managers etc. you have to know your own limits.
Learning environments are important, you as a tutor are responsible for your learners safety as well as your own, without being aware you are doing a dynamic risk assessment every day (something I learned whilst SIA training!), you know when something doesn’t feel right or look right, you wouldn’t want to teach in a class that is freezing cold with a broken window, a learner could end up with a cold or catch themselves on broken glass, which could result in injury, whether it be major or minor, if they are not happy in their environment then it interferes with learning, if everyone is comfortable and happy within their environment then learning will take place, I know from experience that training in the Stadium of Light can affect my mood and my rate of learning, sometimes the training room is cold and no matter how many times we ask for the heating to be turned up and the air conditioning to be turned off, the room always ends up cold, which makes me personally irritable and can present a barrier in my learning, if I am cold (and I really do feel the cold) then I become grumpy and not really a person to be around, therefore my attitude and my behaviour affects your attitude you’re behaviour (another SIA training tip), so if I am grumpy then no one will really want to listen to what I say or be interested in what I am trying to teach. If all parties involved work together and you simply explain that the cold is affecting people from learning then hopefully this will help pass on a message to say that if people are comfortable in their working environment then they will enjoy what they do. Focusing on ground rules will help to maintain set boundaries, this will help to keep all learners safe in their environment, get everyone involved and enforce the rules if they are broken, this will help everyone to understand that yes you are available to help to the best of your abilities and to what your professional boundaries allow, but will also help learners to understand that overstepping boundaries are a breach of rules and that it is not allowed, main example that springs to mind is the teacher and student that forged a secret relationship and boarded a train to France, this is not allowed, this resulted in the teacher being stricken from all professional boards and now will not be able to work in teaching again, the pupil could be bullied and harassed in school which could have very fatal consequences.