The word “teacher” to mean any of the following: teacher, lecturer, trainer, instructor or facilitator” within the preface. This helps in define the role of the teacher; they facilitate learning. It is said that the teaching cycle comprises of five key elements; to identify needs, plan and design, deliver, assess and evaluate the program which has been delivered. This cycle is continuous in that it is ever evolving, with linkages throughout. It indicates the importance of an initial assessment of the learner, but does not define this as permanent. In the same way that the cycle progresses through stages, its design enables the learner to progress through stages.
The role of the teacher can become blurred by expectations from the learner. Fundamentally, it can be viewed in terms of wants and needs. The specification of the teacher from an employer’s point of view would request a teacher to be a competent coach, support learners, able to confidently design a program of study which can be reflected upon, assessed and evaluated. The learner may want skills and attributes that are found more within some characters than others, such as patience and diligence. The teaching cycle not only creates the better program for the learner, but also causes the teacher to become more self aware. The constant reviews within the learning environment are central to the cycle and create an assessment tool in their own right. The style of delivery depends on the personal preference of the teacher, but may include such examples as short interludes with questions, or more formal testing.
The role of a teacher constantly evolves, not only do you have to assess your pupils, but also the effectiveness of your own teaching. Not all students are equal and it is key to teach with no preconceptions, Atherton thought this would greatly effect how they will learn as you will treat them differently without actually intending to do so; this can also create a ‘self fulfilling prophecy’ by ‘labelling’ students. (Atherton, 2009)
Carl Rodgers believed it is one of the responsibilities of a teacher to treat each pupil as an equal and be non-judgemental in order for us to evaluate their individual needs; like Maslow’s Hierarchy of Needs, Rodgers felt that each person has the desire for self actualisation and it is our responsibility as a teacher to facilitate this. (Rodgers, 1983)
With the latter we must be careful not to get too involved in the students personal problems. It is important to know when to escalate the issue to the right person.
Our job is as an educator and not as a social worker and we need to be careful that our students are clear on this point, good teacher/student boundaries are important for both sides and above all we must be observant & professional at all times.
Finding the right motivation and identifying our student’s needs is important within the teaching cycle. So responsibilities for within roles and it shouldn’t be too hard to figure out what the boundaries are.
A few things to tick off or role would be;
Creating /facilitating opportunities for learning Plan lessons, find and prepare materials, do research, assess learners and yourself Keep records: lesson plans, attendance, assessment.
Keeping yourself up to date in both teaching and your field Maintaining high standards in your work and conduct Complying with the rules of the organisation you are part of as well as legislation and codes of practice.
The boundaries part would be;
Maintaining professional relationships Taking care with communication methods(and increasingly social media use)
The teaching / training cycle;
The “teaching/training cycle” is the stuff you should have covered about identifying needs, planning and designing, delivering and facilitating, assessing and finally evaluating before it all starts again. If you can expand a little on each of those you’ll show your grasp of the concepts.
Courtney from Study Moose
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