1. Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching/Training Cycle.

1. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. (Recommended word count 300-500 words. )

Identify Needs; with a new group of learners it is appropriate to start by identifying their needs; Flemming (1987) noted three different styles of learning, visual, kinaesthetic and aural, and in order to know which method(s) to use to benefit my students the first lesson will centre around discussions on what they already know, what resources I use that they are familiar with, and a learning style questionnaire which will give me an insight into how each student is best able to learn. You will have professional boundaries within which to work and it’s important not to overstep these. ’ (Gravells, 2010: 11) As a teacher I must remain professional, maintain confidentiality, and be aware of when the proverbial line is being over-stepped. I will have professional guidelines to adhere to in my place of employment and will need to consider what is realistic in terms of my environment and resources, for example, group activities may not be achievable if I have few students or a small teaching environment.

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Plan and Design; I will be formulating session plans based on the needs of the learner(s) and of the syllabus requirements, with aims and objectives for each lesson, considering what needs to be taught, how, and what resources will be used and if they are available to me; using a variety of resources (projectors, dry-wipe boards, hand-outs) and activities (quizzes, practical’s) and delivering in a positive manner can provide interesting, motivating and inclusive environment for the students.

Deliver and Facilitate; I will have primarily planned a scheme of work for the course, and session plans for each lesson outlining my objectives, resources and activities; if a problem arises with either the environment (i. e. resources not available) or the learners (i. e. absences if I have prepared group activities) I will adjust the best I can to adhere to the lesson aims and objectives. Assess; regularly testing the student(s) will establish what knowledge and skills they have gained.

I will test my students with both formative and summative assessments based upon the syllabus requirements; the summative assessment will be an end of course examination acting as a mock-exam(s) based on the final examinations they will be receiving from an outside awarding body. The mock exams will consist of relevant questions prepared by myself and previous exam papers which cover the current syllabus. My formative assessments will be occurring throughout the course with regular homework assignments, essay questions, ‘end of section’ quizzes, group projects and fun, competitive quizzes and activities.

Keeping records of the learner(s) achievements will enable me to give constructive feedback to encourage their development; delivering feedback, whether positive or negative, will enable the learner to assess themselves to establish their strengths and weaknesses. Evaluate; evaluating the course as a whole will help improve my teaching in the future; how I delivered the course material, the resources used, how any incidents were dealt with and current legislation surrounding my methods/subject.

I intend to gain feedback from the students themselves by questionnaires on each section at the end of the course, and informal discussions on any issues/problems. Noticing how the learner(s) respond to my material and methods throughout is also a valuable way of recognising whether they are finding the lesson interesting/ informative. Word Count: 521 References Gravells, A. , 2010. Preparing to Teach in the Lifelong Learning Sector, (3rd edition) Glasgow, Bell & Bain Ltd.

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