Review your role, responsibilities and boundaries as a teacher in terms of the teaching/training cycle.
A teacher is like an oil lamp on a post, if its flame is steady and bright, a hundred lamps can be lit by it, without in any way diminishing its brightness. For ensuring the brightness of the lamp, it is necessary that the wick be in good order and the oil supply be sufficient. Thus a teacher is a facilitator of learning, who sparks intellects and encourages learners to pursue knowledge on their own through enabling active participation and engagement with their ideas.
Teaching is a cycle. It’s a process of training that may be fully envisioned, planned and executed. This cycle is ...view middle of the document...
This is what stimulates them to learn and develop; which also supports Malcolm Knowles (1913-1997) theory on how individual differences affect the learning process.
Designing or planning to suit students needs:
This involves the planning of lessons and the physical environment in relation to the curriculum and the needs of the learners. The needs of the learners have great impact in what is being planned and delivered. As a teacher, I have come to realise that simply following the curriculum alone or the course book do not provide what learners need. There are lots of ideas that come from learners themselves; and therefore I involve my students by asking them what they feel they need to learn. With reference to the course module, I use this feedback, additional resources and specific examples reflecting inclusion and diversity to plan lessons to inspire and challenge them; this helps to raise them for further level of achievement.
Facilitate learning through effective teaching:
To facilitate effective teaching and learning, I state the objective for the lesson I am teaching. The learning objective provides the basis for selecting the appropriate materials, resources and instructional strategies that suit the need of the learners. As part of my teaching strategies, I break the ice with informal talk outside the classroom to help learners feel relaxed and comfortable before the introduction of my lesson. I reach all learners using gestures, eye contacts, visual aids, specialist equipment, artefacts and books that reflect inclusion and diversity.
By using open ended questions as part of my key questioning skills, I am able to arouse the thinking skills of learners, which help them to make connections in what being taught and what they are learning.
To meet the needs of learners in relation to their readiness level, interest and learning profile, I differentiate my teaching instructions by modifying the contents, process and product to make it interesting and effective at the same time meeting the needs of all learners.
In addition to this, I used focused group discussions and ‘peer’ modelling teaching strategy to help get all learners involved.
Assessing what learners have made in what you have offered them:
Assessment involves analysing and reviewing what I know about each learner’s learning. As a teacher, I make a pre assessment for learning about learners’ progress, and this helps me plan next learning steps to meet their...