Review what your role, responsibilities and boundaries (where your job starts and ends) as a teacher would be in terms of the teacher/training cycle The training cycle consists of the following phases; identifying aims and objectives, planning, delivering the course, assessment and evaluation. The cycle can be started at any phase but should be followed all the way round for it to be most effective.
The trainers role is to identify the aims of the course as defined by the examining board or syllabus in order that objectives can be set . Gravells (third edition,p 42) defines aims and objectives in the following way “the aim is the what and the objective is the how” . As the trainer becomes familiar with the learners and repeats the training cycle the needs of the learners should be considered at this phase for example physical disabilities or dyslexia which the trainer may not have been aware of initially.
During the planning phase the trainers role is to prepare a lesson plan which when delivered will achieve the course objectives . When planning lessons several factors need to be considered , for example the aims and objectives, time and resources available for delivery ,different learning styles (visual, auditory and kinaesthetic) and how learning is going to be evaluated . Planning is important so that the needs of the learner and the syllabus are both met when the course is delivered.
A variety of teaching methods should be included in the lesson plan, for example lecture, role play, discussion, and demonstration to maximise the potential for learning. The trainer should plan how resources can be used most effectively for the learner group ,for example handouts using a larger font size for visually impaired learners . During the delivery phase the trainer is responsible for ensuring they are well prepared and appropriately qualified to teach the subject , and maintaining the welfare of the learners ( for example health and safety).
The trainer is also responsible for setting professional boundaries in the trainer/learner relationship, for example during delivery of a course wearing an appropriate style of clothing, and refraining from using offensive or discriminatory language . Successfully maintaining boundaries throughout the training cycle will as Gravells (third edition, p11) states “ensure that an equal and positive learning experience is available for all”. Assessment is the way learning is measured and a learner’s progress towards the final objective is checked.
Assessment can be by different methods, for example assignments, observation or simulations. Regardless of which method is used the trainer is responsible for ensuring the assessment is SMART (specific, measurable, achievable, realistic, and time bound) because as Gravells (third edition, p 78) points out “All learners are entitled to a fair assessment and should be given the best opportunity to demonstrate their ability”. The results of the assessment are used by the trainer to evaluate their effectiveness by reflection .
The importance of reflection on the ability to improve the trainers performance is shown by Petty (fourth edition p447) “Only people who reflect on, and learn from, past successes and failures are able to improve” . Successful reflection will enable the trainer to change their aims ,objectives, planning and delivery as necessary when they continue with the training cycle so that they continually improve their skills . Bibliography Gravells, A ( 2008 Third Edition) Preparing to Teach in the Lifelong Learning Sector ,Learning Matters ,Exeter. Petty, G (2009 Fourth Edition) Teaching Today , Nelson Thomas , Cheltenham