Planning and Preparing for Teaching and Learning Essay

At present my exercise is of a haircargon teacher in a further education college. I currently teach hairdressing on the NVQ take 1, 2 and 3 programs. Gravels, A (2006, p5) suggests that it is each(prenominal) ab appear helping someone to cut into their full potential, whether this is for personal or professional reasons, and for me, helping to make a difference to someones life can be very rewarding.Within this assignment I am aiming to discuss the eruditeness outcomes as outlined in Unit 1 Planning and preparing for teaching and learning to define the roles and responsibilities of a teacher.Reece and Walker (2003, P4) describe a in advance(p) teacher as being a facilitator and when comparing a modern teaching role to more than traditional teaching methods, I agree that this is true. As the modern role requires the teacher to be able to communicate with the prentices in such a way as to inspire and encour age tot solelyy pupils to engage within their chosen subject. To b e able to do this is springy when teaching within further education as groups consist of non just different age ranges but also learners from different learning backgrounds, with individual needs and abilities. Due to this diversity, it becomes more important for teachers to explore new and inventive ways when approaching evasions of work and session plans, whilst ensuring it covers all the aims and outcomes of the syllabus set out by the awarding body (VTCT) and follows an internal strategy which is monitored by an external verifier to condition that standards are being adhered to. By doing this it will ensure that the aims and objectives planned in a session are pregnant and relevant to all learners. one(a) of the roles of a teacher is to identify learners needs thus ensuring the learners are not only on the correct course but also on the correct level for their ability. It is my province to facilitate initial assessments, assessing and monitoring the various learning style s for each individual learner, taking into consideration the learners front experiences, neckledge and motivation both academically and within their home life in order for individuals to discover their full potential. During this initial assessment the learner is encouraged to disclose any disabilities and/or learning difficulties so that any need for extra support may be identified and the appropriate measures can be put into place to support them. This could be in class support, adapted or specialised equipment or resources or referring them to a specialised department for support or guidance. It is also the state of the teacher to know what will need to be disclosed and what is to be kept confidential.Due to government requirements, to improve fundamental core skills further assessments (BKSB) are carried out which identify learners levels in numeracy, literacy and ICT. The completion of these tests entrust for any additional learning needs to be identified thus ensuring t hat support is put into place to assist the learner. This allows for more effective learning to take place and will allow the teacher a deeper insight into the learners level of learning thitherfore allowing the teacher to challenge the more capable learner whilst allowing the less able learner to be encouraged.Another role of the teacher would be to plan for the academic year. This would include producing a scheme of work for each unit covered. The scheme of work is a working document and is frequently evaluated and reflected throughout the year and adapted as I gain a deeper knowledge of each learners requirements. This knowledge is gained through the initial assessments which would include a learning style questionnaire, observations carried out during sessions and from each learners ILP (individual learning plan) which is a document produced by each individual learner that takes into consideration the learners strengths and weaknesses.While more traditional teaching methods are based on the principle that all learners should get equal attention, follow the same class and are assessed at the same level (One size fits all), an ILP presumes that the needs of each individual learner are different, and therefore should be address on an individual basis. Research has shown that putting emphasis on the individual learners role is vital to a productive learning experience. It is important to take this into consideration when producing resources and session plans to ensure that all sessions are inclusive to all learners. Regularly updating and assessing the individual learners ILP enables me to review a learners progress, negotiate priorities with the learner and agree with them an individual learning plan.By doing this it will allow the learner to take responsibleness for their own education whist ensuring that they are following the same curriculum design. I would then input the individual goals set onto an assessment tracking system (Pro-monitor) this informat ion is on tap(predicate) to all teachers in that curriculum area so that they are aware of individual goals set ensuring persistence and in turn creating an assessment cycle action plan for the academic year. This process allows for the learners progress to be continually reviewed against the goals that have been set and allows for them to be amended in order to extend.It is the responsibility of the teacher to have a detailed profile of the learners, to allow for differentiation in session plans. The responsibility is to plan lessons that will incorporate varying learning styles to ensure that learners have equal rights to learn. The completion of attention records, carrying out one to one interviews and clear differentiation sheets for all learners should be completed and regularly updated and records kept. It is the teachers responsibility to recognise the limitations and boundaries within their role, therefore referring learners to the relevant departments for support that fal ls outside of their expertise for example, the ESOL, Learner Support, and Counselling departments. As Dow and Truman said, Teachers do not and certainly should not act alone, nor should they imagine that there are no limits or boundaries to their responsibilities (Dow & Truman, 1995).The teacher needs to remember the aim of Every Child Matters (ECM, 2003) and that both child has the right to learn in a safe learning environment that promotes openness and trust. Ensuring the layout of the schoolroom is suitable, gives all learners an equal opportunity to engage in activities. However in my specific role as a hairdressing teacher this is not always possible when working in the salon where all learners have individual stations to work at. Whilst this is beneficial for independent learning I always ensure that there is an open space to gather learners for demonstrations and group work.