Anna Gabali - Multimedia Lecturer - Digital Artist

Review what your role, responsibilities and boundaries as a teacher would be in terms of teaching/training cycle.

Posted on October 27, 2011 in PTLLS & DTLLS

A good teacher should demonstrate dynamism and flexibility in his/her role; meaning that to enable learning a teacher’s skills must stretch to other roles and duties to help all students reach their potentials. I have worked at Newham College of further education for five years and my responsibilities were all, within their boundaries, related to the teaching cycle.

During the Identify phase my first role would be analyzing data (analyst) from the recruitment, and reviewing (reviewer) different benchmarks such as qualifying and college’s standards and qualifications. Theses analysis and reviews would help me make decisions for the planning phase.

During the planning and designing phase I ensured the roles of a researcher, designer, planner, and organizer.  I would organize, plan activities and the curriculum according to college’s standards, using all resources available (support, VLE etc).

 

Once the curriculum  planned, I would then enter the induction and delivery phase, facilitating an all inclusive learning experience within and holistic environment where students would feel respected, valued, safe and coached towards achieving both personal growth and learning goals (duty of care). I assumed different roles apart from the tutor role. The demonstrator and coach role were very important because as a vocational lecturer I had help the students acquire motor skills, which will help develop into multimedia designers. During lectures I assumed the roles of communicator and presenter, to introduce student to different theories and techniques. Through communication I was able to support and assess students using wide range of activities and formative assessment techniques such as peers assessments, group work (collaborative learning) etc… The Induction Phase is important within the delivery phase; it helps students adjust to further education; “The role of the teacher is assist learners to link previous experiences and leaning with the new, to enable the transition to be as painless and effective as possible” (L. Le Vesha, G. Nicholls, 2003).

I also had to adhere to different college policies and  had to demonstrate how to I would have to make sure that I adhere to the humanist theories such as “Maslow hierarchy of needs”, ensuring that student’s needs were met and ensuring that: The physiological, safety, belonging needs were met through groups and individual mentoring. The needs were also met by ensuring that students were not operating in a hostile environment, and were indeed feeling part of a caring community. All my students confidence levels were strengthen by incorporating activities which promote personal growth, team work, study skills and developing their ability to become independent.  “Maslow showed that there is only one way of motivating your students. And that is to ensure that your students’ belongingness, esteem and self-actualization needs are nourished through the learning activities you devise” (G. Petty, 2009).

Administrating the different courses would also be a major part of the cycle (although not obvious on teaching cycle), it is was a daily tasks linked to all stages; whilst identifying needs, I would have to consult collected data from registration to plan for the curriculum, I would also collect information on a daily basis (register, progress, assessment), to help evaluate my performance and the students’ progress/evaluation (individual, or group) of the course and facilities. This process is enforced by encouraging learner participation; “For learner voice work to be effective there needs to be a degree of learner participation; that is, adults and learners need to work together to ensure the voices and views of learners are heard and valued in relation to decisions that affect them.” J. Arthur, T. Cremin, 2006). To be able to listen to learner and encourage participation, a teacher must be able to be an effective communicator.

During the Assessing Phase I would ensure the roles of assessor/marker by assessing my students work, recorder by using different methods of recording progress and assessment (video, audio equipment), the recorder role also requires to record progress using different types of software equipment such colleges database.  Assessing also involved giving positive and non judgmental feedback to students (feedback provider).

During the Evaluate Phase I would double-check marking with other members of staff assisting different IV and EV panels. This would give the opportunity to evaluate my work and those of my students. This phase is opportunity for teachers to critically evaluate and reflect on their skills, work and review and amend their curriculum planning if necessary.


Bibliography

  • Geoff Petty (2009), Teaching Today, 4th Ed, Nelson Thornes Ltd
  • L. Le Vesha, G. Nicholls (2003), Teaching at Post-16, Kogan Page Limited
  • J. Arthur, T. Cremin,( 2006), Learning to Teach in Primary School Routledge