Roles And Resp Of Teacher
Author: Marika Burkevica
Student ID: 20250571
Title: Roles and responsibilities of a teacher
Assignment Code: TS1106
In this essay the roles and the responsibilities will be identified and examined by using the teaching cycle. It will also reflect and analyze the different approaches when teaching young adults and finally some suitable conclusions will be drawn.
The key element when starting to teach is to conduct the needs analysis. By applying professional code into practice the teacher identifies the needs of learners so the course content can be designed accordingly to reflect individual differences, (Institute of Learning, 2013). It is essential not only to deliver the course bearing in mind the diversity of the class as a whole but also address each of them as individuals and provide equal opportunities regardless their social or ethnical background, (Children Act, 1989). There are different methods for identifying learning needs. According to the Maslow’s (1987) theory of needs, it is suggesting that once the immediate needs are fulfilled, people aim for higher needs so therefore teacher has to pay attention not only to their students’ social, moral and cultural backgrounds but also to their motivation to pursue the course. The range of needs can be also described by an acronym SPICE. (See the table in appendix 1)
In planning and delivering the course, teacher essentially becomes a facilitator, listener and communicator. The teacher is responsible to deliver a course based on the learners’ needs that has clear aims and objectives. The resources should be well prepared and sufficient for the number of learners. It is teacher’s responsibility to keep their learners safe both physically and emotionally i.e. to comply with safeguarding regulations providing safe classroom environment. Teacher has to be responsible for their emotional health such as protect children or vulnerable young adults from maltreatment preventing impairment of children’s health or
Student ID: 20250571
Title: Roles and responsibilities of a teacher
Assignment Code: TS1106
In this essay the roles and the responsibilities will be identified and examined by using the teaching cycle. It will also reflect and analyze the different approaches when teaching young adults and finally some suitable conclusions will be drawn.
The key element when starting to teach is to conduct the needs analysis. By applying professional code into practice the teacher identifies the needs of learners so the course content can be designed accordingly to reflect individual differences, (Institute of Learning, 2013). It is essential not only to deliver the course bearing in mind the diversity of the class as a whole but also address each of them as individuals and provide equal opportunities regardless their social or ethnical background, (Children Act, 1989). There are different methods for identifying learning needs. According to the Maslow’s (1987) theory of needs, it is suggesting that once the immediate needs are fulfilled, people aim for higher needs so therefore teacher has to pay attention not only to their students’ social, moral and cultural backgrounds but also to their motivation to pursue the course. The range of needs can be also described by an acronym SPICE. (See the table in appendix 1)
In planning and delivering the course, teacher essentially becomes a facilitator, listener and communicator. The teacher is responsible to deliver a course based on the learners’ needs that has clear aims and objectives. The resources should be well prepared and sufficient for the number of learners. It is teacher’s responsibility to keep their learners safe both physically and emotionally i.e. to comply with safeguarding regulations providing safe classroom environment. Teacher has to be responsible for their emotional health such as protect children or vulnerable young adults from maltreatment preventing impairment of children’s health or
Bibliography: Gagne, R.M., Briggs, L.J. (1974) Principles of Instructional Design. New York: Holt Rinehard and Winston. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. New York: Prentice Hall Inc. Kolb, D.A., Fry, R. (1975) Toward an applied theory of experiential learning. London: John Wiley. Maslow, A. (1987) Motivation and Personality . New York: Harper and Row.