Role of Teacher
The teaching cycle must be followed to ensure effective teaching and learning is achieved. The cycle consists of identifying needs and planning, designing, facilitating, assessing and evaluating. (Gravells and Simpson 2008). The role, responsibilities and boundaries of the teacher in Further Education will be reviewed.
The role of the teacher In Further Education is to assess individual learning styles considering the learner’s previous experience and background. It is important to be aware of adult learners needs as stated by Knowles et al (2005) in the andragogical model of learning. The teacher must then identify and use various teaching methods to ensure all learning styles are met and the sessions are kept interesting. Flemming (1987) categorised learning styles as visual, aural, reading and writing and kinaesthetic (VARK). It is important that teachers incorporate these methods of learning into the sessions. This means that the teacher must be aware of differential learning needs and be able to adapt and be flexible in order to cope with them. Boundaries may occur if the teacher does not identify any learning difficulties and therefore not assist the learner to obtain additional help to ensure the learning is achieved. Teaching sessions must have aims and objectives clearly outlined and applicable to the subject. Adult learners need to know why they have to learn a certain topic. (Knowles et al 2005).
A creative learning environment must be maintained by addressing learners’ basic needs such as comfort and safety and ensuring there is respect between the learners and teacher along with classroom management. Boundaries may occur when inappropriate behaviour of students is not challenged or the teacher uses her authority in an inappropriate way. The teacher must recognise the importance of being a role model and maintain professionalism. It is important to set ground rules in order to maintain a safe learning environment.
Harden and Crosby (2000) state
The role of the teacher In Further Education is to assess individual learning styles considering the learner’s previous experience and background. It is important to be aware of adult learners needs as stated by Knowles et al (2005) in the andragogical model of learning. The teacher must then identify and use various teaching methods to ensure all learning styles are met and the sessions are kept interesting. Flemming (1987) categorised learning styles as visual, aural, reading and writing and kinaesthetic (VARK). It is important that teachers incorporate these methods of learning into the sessions. This means that the teacher must be aware of differential learning needs and be able to adapt and be flexible in order to cope with them. Boundaries may occur if the teacher does not identify any learning difficulties and therefore not assist the learner to obtain additional help to ensure the learning is achieved. Teaching sessions must have aims and objectives clearly outlined and applicable to the subject. Adult learners need to know why they have to learn a certain topic. (Knowles et al 2005).
A creative learning environment must be maintained by addressing learners’ basic needs such as comfort and safety and ensuring there is respect between the learners and teacher along with classroom management. Boundaries may occur when inappropriate behaviour of students is not challenged or the teacher uses her authority in an inappropriate way. The teacher must recognise the importance of being a role model and maintain professionalism. It is important to set ground rules in order to maintain a safe learning environment.
Harden and Crosby (2000) state
References: Flemming, N (1987) VARK. Frequently Asked Questions.{online} Colorado. Neil Flemming. Available from http://www.vark-learn.com/english/page.asp?p+faq {Accessed 8 March 2009) Gravells, A and Simpson, S (2008) Planning and Enabling Learning in the Lifelong Learning Sector. Exeter, Learning Matter Ltd. Pg22-23. The Institute for Further learning (2007) The Institute for Further Learning (IfL) Code of Professional Conduct {online} London. Available from http://www.ifl.ac.uk/-data/assets/pdf-file/0016/4903/iflCodeofprofessionalPractice.pdf {Accessed 18 February 2009} Harden. R, M. and Crosby. J, R. (2000) An Extended Summary of AMEE Medical Education Guide No 20 {online}. Dundee, UK. Available from http://www.medev.ac.uk/resources/features/AMEE_summaries/guide20_summary {Accessed 11th March 2009) Knowles, M et al (2005) The Adult Learner: The Definite Classic in Adult Education and Human Resource Development. Oxford, Butterworth-Heinemann / Elsevier Lifelong Learning UK (2007) New Overarching Professional Standards for Teachers, Tutors and Trainers in the Lifelong learning Sector {online} London. Available from http://www.lluk.org/documents/professional_standards_for_itts_020107.pdf {Accessed 13 March 2009} Reece, I and Walker, S (2004) Teaching, Training and Learning. 5th Edition. Tyne and Wear, Business Education Publishers Limited.