'Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle Essay\r'

'There is lots an premiss that, if we give people some training it’s bound to do some good and often simply experiencing a training event push aside result in skill. However the chances be farthest greater when a systematic approach to doctrine is applied. The ‘teaching/training cycle’ is the classic method of carrying out the teaching fulfill. It is a logical and structured approach to teaching which envisions that the needs of the learner atomic fleck 18 effectively met.\r\nThe teaching cycle is a alternating(prenominal) model of experiential learning which consists of a 5 stage learning sequence which encourages continuity from whizz experience to another. It mountain be approached at each stage, but it needs to be followed through to be effective. Taking shortcuts at any stage can lead to ineffective teaching/training.\r\nIt is paramount that the utilization, responsibilities and boundaries as a instructor are understood and integrated ind oors the parameters of the cycle for learning to be effective.\r\nA teacher’s role in the long Learning Sector is broad; indeed harden and Crosby (2000:334) identified twelve distinct roles of the teacher, however this falls short of the nineteen roles identified by Wilson (2008:6). both(prenominal) of the functions sit inside specific stages whilst others embrace the only of the training cycle.\r\nIdentifying learners’ specific needs is critical because if these are not identified, the training will not fulfill the intended outcome. It is vital to ensure that the training has the illuminate purpose. At this stage it is important to assume nothing.\r\n do One- A diagnostic assessment (Training Needs Analysis) evaluates what is already known whilst exploring learning outcomes. This is accompanied by sign assessment (S4L screening); an analysis of Learning Styles and ICLP (learning plan). At this archetypal stage it is key to establish boundaries with the learne r; Bluestein (2010 Online) identifies eleven reasons to use boundaries including â€Å"being adapted to express your limits and to spread abroad the conditions or availability”. The teacher must hold dear integrity and confidentiality in order to establish put and respect with the learner.\r\nIt is also important to remember the teacher’s role as a role model and that you only get one hazard to create a good first impression. As a teacher it is imperative that you are prompt; dress appropriately; use appropriate row and feedback at the appropriate times. It is important to portray a professional image and to be seen to work within the boundaries of the law, professional codes, values and ethics.\r\nTeachers are responsible for rural care; for looking after the personal and sociable wellbeing of the several(prenominal) including the wellness and emotional corroborate of the learner. Often issues can be picked up advance(prenominal) in the cycle and the teach er can whence support the individual. The learner whitethorn need financial, health and learning support which can be gained via referral to a support service. Occasionally they may need a break from the architectural plan in order to solvent personal issues and only then is the individual able to reach their full potential. The needs and objectives of the learner should be routinely examined throughout the programme through school and indirect feedback so that the individual feels supported and treasured and is able to reach their full potential.\r\n order 2 †The teacher is responsible for planning and designing a programme of study that responds to these needs. This involves the teacher designing a scheme of work and model of delivery; individual lesson plans and sourcing resources.\r\nStage Three †Stage three focuses on delivery with the teacher providing appropriate methods, resources and support eon facilitating learning. Approaches to learning will depend on t he number of students and learning styles of the group.\r\nStage Four †Giving learners portal to fair assessment; the teacher assesses and checks learning and monitors progress. This is an fortune to feedback on victory or initiate change.\r\nStage Five †Involves gaining feedback as part of the evaluation process; the teacher and the learner review the effectiveness of the fertilize and consider any information, advice and guidance (IAG) the learner may need to progress with their development. The teacher analyses retention and success levels. The teacher is responsible for contributing towards the administration of the programme and contributing to Quality Assurance.\r\nThe teacher has a employment of care to facilitate learning to everyone without discrimination within a safe learning environment and to ensure that all learners receive a positive learning experience and achieve their goals.\r\nReferences\r\nBluestein, J. (© 2010), 11 Reasons to use Boundaries. ht tp://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: wellness Communications, Inc.,\r\n moderate et al (2000) Medical Teacher. Volume 22, bed 4 July 2000, pages 334-347. capital of the United Kingdom: Informa Plc.\r\nWilson, L. (2008) Practical Teaching: A elapse to PTLLS & CTLLS. London: Cengage Learning\r\nBibliography\r\nBluestein, J. (© 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc.,\r\nFox, R. (2005) Teaching and Learning. Oxford: Blackwell Publishing Ltd.\r\nHarden et al(2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc.\r\nPetty, G. (2006) Evidenced Based Teaching. Cheltenham: Nelson Thornes Ltd.\r\nWilson, J. (2000) Key Issues in training and Teaching. London, New York: Cassell\r\nWilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning\r\n'