Theme 1 Role Responsibilities and Boundaries
Theme 1 - Role, Responsibilities and Boundaries
What is your role, responsibility and boundaries as a teacher, at each stage of the teaching/training cycle?
“The teaching and learning cycle is so called as it can start at any stage and keep on going. However, all stages must be addressed for teaching and learning to be effective. ..Your role will usually follow the cycle and briefly involve:
Identifying needs...planning learning....enabling learning...assessing learning...quality assurance and evaluation.”
(Gravells, 2011 Pg.7-8)
When we apply a well-balanced and reliable teaching cycle, we set up an equal, consistent and reproducible system. Following the basic plan of an initial assessment, the plan, the delivery, an assessment and then to evaluate, it is very easy to identify exactly what my role is, my responsibilities to colleagues and learners are, and finally, including personal, the boundaries I maintain as a teacher.
The following represents my roles, responsibilities and boundaries:
Initial Assessment:
Contact is made with all students before they come on the course, predominantly the week before the course start day, on the Induction Day. If need be, I also make contact by phone and email. Whilst the Kirklees criteria is “to be looking for employment or FE” as a team we confirm individuals goals and personal requirements. The outcome is to truly identify the learner’s needs. This is identified by Ann Gravells as follows:
“Some learners will have needs, barriers or challenges to learning that may affect their attendance and/or achievement. Hopefully you can ascertain these prior to your learners commencing. However, others may occur during the programme and you would need to plan a suitable course of action to help the learners, or refer them to an appropriate specialist or agency.”
(Gravells, 2011 Pg.45)
The Plan:
The learner plans are reflected in the learner outcomes by written work and practical sessions. We make sure that we take the learner
What is your role, responsibility and boundaries as a teacher, at each stage of the teaching/training cycle?
“The teaching and learning cycle is so called as it can start at any stage and keep on going. However, all stages must be addressed for teaching and learning to be effective. ..Your role will usually follow the cycle and briefly involve:
Identifying needs...planning learning....enabling learning...assessing learning...quality assurance and evaluation.”
(Gravells, 2011 Pg.7-8)
When we apply a well-balanced and reliable teaching cycle, we set up an equal, consistent and reproducible system. Following the basic plan of an initial assessment, the plan, the delivery, an assessment and then to evaluate, it is very easy to identify exactly what my role is, my responsibilities to colleagues and learners are, and finally, including personal, the boundaries I maintain as a teacher.
The following represents my roles, responsibilities and boundaries:
Initial Assessment:
Contact is made with all students before they come on the course, predominantly the week before the course start day, on the Induction Day. If need be, I also make contact by phone and email. Whilst the Kirklees criteria is “to be looking for employment or FE” as a team we confirm individuals goals and personal requirements. The outcome is to truly identify the learner’s needs. This is identified by Ann Gravells as follows:
“Some learners will have needs, barriers or challenges to learning that may affect their attendance and/or achievement. Hopefully you can ascertain these prior to your learners commencing. However, others may occur during the programme and you would need to plan a suitable course of action to help the learners, or refer them to an appropriate specialist or agency.”
(Gravells, 2011 Pg.45)
The Plan:
The learner plans are reflected in the learner outcomes by written work and practical sessions. We make sure that we take the learner