PTLLS Section 1 Assignment 1 - Roles, Responsibilities & Boundaries in terms of the teaching / training cycle – Trevor Machin
Within my occupation as a generic trainer / assessor, my main role is to deliver National Vocational Qualifications.
To support my delivery, I employ my occupational competencies and experiences to assist when necessary, either in group sessions or on a one-to-one tuition.
In my previous job role I delivered work focussed training in structured “employability” sessions which took place in a classroom environment. This involved teaching basic interview techniques, updating C.V.’s, helping with filling in application forms as well as providing specific industry sector information.
When identifying needs / boundaries and planning for the individual, I would use stages 1 & 2 of the teaching cycle.
...view middle of the document...
Healthy boundaries for teachers would include professional values, rights and responsibilities. I must be aware of boundary violations such as inappropriate remarks, invasion of personal space and to use extreme caution with physical contact or touching. It is also my responsibility to teach appropriate boundaries and correct any type of inappropriate behaviour from learners.
Additional boundaries would be the setting of ground rules to clarify classroom management and also the ethics of attainment, (plagiarism).
For delivering and assessing, I would refer to stages 3 & 4 of the teaching cycle.
Having established preferred learning styles, I would deliver sessions accordingly, using a variety of appropriate resources.
I would also consider the environment such as room layout, lighting, noise levels etc.
Within my role as an assessor I am continually gauging a candidate’s ability through observation and questioning. I work closely with the individual and build up a rapport and confidence level, which helps to promote confident communication and I can ascertain whether understanding has taken place.
If learners are failing to understand, then stage 5 of the cycle would be used.
I would evaluate my practice with the aim of improving it. I would examine the lesson plan, reflect on what worked and what didn’t, and learn from the experience.
It also pays to be a ‘reflective practitioner’ to continually strive to improve.
I would involve the learner to provide feedback either verbally or via a questionnaire and use it constructively. This creates a good relationship and allows them an input into their learning which fosters honesty and equality within agreed professional boundaries.
In conclusion, my aim is to use the learning cycle exemplar to support my personal development and to assist me to reach higher performance levels. This will help me to get the best out of my learners and promote best teaching practice.