Review your own role and responsibilities

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Review your own role and responsibilities

How to Write a Summary of an Article? The beauty of it is that it provides a structure so that both teachers and trainers can assess and refresh their practice and, at the same time, review their role, responsibility and boundaries.

By following the training cycle, teachers should be able to instill greater understanding of the course that is being taught and to afford students greater enjoyment and satisfaction.

This initial assessment will be invaluable for the planning of the course and for catering for all participant students.

Irrespective of prior assessment, teachers should do a proper assessment when they meet with their students and continue throughout the teaching cycle. During the assessment process teachers may find a whole host of needs that need to be catered for, or barriers to learning.

They could range from physical needs such as disability or dyslexia, to social needs deriving from the inability of interacting with the student community or intellectual stemming from the lack of previous academic experience or from the length of time required to process information, and include cultural needs too, expressed in terms of beliefs and values.

In this first stage teachers needs to be sensitive and respectful of the needs of the students who may not wish to divulge information about themselves, which they consider private.

At the same time teachers must ensure that confidentiality is kept. There may already be a syllabus in which case it needs to be adapted or the teacher may need to write a new one. If courses are leading to a qualification then teacher need to be also aware of the requirements of the awarding body and make sure that all outcomes are reached within the time frame provided.

Due consideration should also be given to health and safety.

Review your own role and responsibilities

In the third element of the cycle teachers may take on board many roles; from lecturer to mentor, from coach to listener, from assessor to presenter, all the while maintaining their professionalism. This goes from their day to day behaviour to i. Each lesson should be well planned with a beginning introduction and objectivesa middle main body of lecture and an end drawing conclusions.

Teachers have also the responsibility of keeping records of students and of their own lesson plans and reflections. The delivery of the material should be varied and take into account the number of learners and their learning styles.

With the forth role the teacher becomes an assessor but also a marker and a provider of feedback. Teachers have a great responsibility to monitor the progress of their students throughout the course and also at the end. The assessment methods should be fair and valid for the session and the course.

Teachers should also make sure that students are aware of the assessment requirements and that they are ready to meet the criteria.

The feedback should be constructive and timely, making sure that any criticism is accompanied by praise. The last phase of the cycle is the evaluation. In this phase teachers continues to be assessors and reviewers but add an element of research dictated by the need to act upon any changes.

Teachers need to review continuously the effectiveness of their teaching both in terms of content, delivery and esources.

All teachers should complete an evaluation at the end of each session highlighting strength and weaknesses and areas for development for future sessions.

· responsibilities and relationships in lifelong learning. Roles, responsibilities and relationships in lifelong learning 1.

Review own role and responsibilities in identifying and meeting the needs of learners *Assessor initials to be inserted if orally questioned.

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