The main role of the teacher is that of facilitator of learning by leading discussions, asking open-ended questions, guiding process and task and enabling participation of the learners. They must also provide students with the opportunity to take charge of their learning, encourage the discovery of new ideas, to gain insight into their studies and make connections. Students need to have a focus to be successful in their learning and it is the Teacher who should guide the students to have focus.
Teachers should see themselves as the facilitators for learning.
Those who possess knowledge and not the keepers of knowledge. They need to be able to adopt a range of skills and roles to suit specific situations. Teachers have to meet the needs of every student, have an understanding of their preferred learning styles so that lessons can be presented in varied formats to offer students the opportunity of finding the style that suits him or her best. The goal is to engage the students through the strongest mode of learning while also strengthening the weaker ones.
There are four different styles (modes) of learning aural, visual, read/write and kinaesthetic.
I try to encompass all of these styles within my lessons so each student has an equal chance of learning and understanding. The role of the teacher will usually follow a training cycle and involve the following. Before teaching within my subject area, Mechanical Engineering, I will identify the needs of the course, any additional needs the students may have, previous learning experiences and motivations. I will plan and design the course and lessons using schemes of work and session plans to include clear aims and objectives.
The use of different learning styles will be incorporated, that way, each student is given an equal opportunity to learn and understand the subject. I will assess students learning throughout the course in order to compile individual learning plans outlining what we are going to cover and how we are going to do this and hopefully facilitating a successful outcome for each student. The assessment cycle is the foundation for effective teaching and learning for teachers and students alike.
Finally, I would evaluate each session, taking into account student feedback and monitoring/self-assessing myself as well as the session. This may be done using evaluation questionnaires, group discussion, learning journals and feedback from support staff that are part of the session. All opinions are a valuable resource in gaining a full picture, this way I will be able to make changes or modify learning methods, session content and objectives and also identifying and changes that I may need to make in the way I deliver course content ensuring I keep the session relevant and the learners engaged and motivated.
The responsibilities of the teacher towards their students include creating an environment where everyone feels safe and included and is suitable to for students to be able to learn effectively. Not only does this involve the venue and the resources used, but also include the attitude of staff and fellow students alike and the amount of support given to students. Teachers also have to be prepared for to manage disruptive and bad behaviour and be aware that a situation can change in a moment.
I hope that the approach I take is positive, firm, fair and friendly. A harsh attitude that is blinkered can only have a negative effect on the learner. I also try to have structure and order within my sessions, and act as a good role model by being approachable and professional about teaching and engineering. In engineering, legislation and working practices are continually changing and the teacher needs to be aware of this so they can give students current and relevant information in their lessons.
A teacher must be able to listen to students and be able to communicate effectively. Learning occurs best in an active, not a passive environment. As a teacher you have to recognise the individuality and diversity of your students recognise the different needs and aspirations and actively promote learner autonomy. Any health issues need to be addressed and acted upon accordingly in order for the learner to be able to take part in sessions without any Health and Safety concerns. I have a C. A. upporting me within the workshop who is a registered college first aider. All relevant risk assessments and inductions must be completed and the college accident and fire procedure is delivered to the students. Up to date records need to be kept to assist with tracking, the assessment process and to monitor attendance. A teacher has professional boundaries to observe and within which to work. It is of great importance that these are adhered to. It is about being well informed on situations and knowing where your role as a teacher stops.
Confidentiality must be maintained at all times and any codes of conduct within the organisation require strict compliance. Physical contact must be approached with extreme caution and the responsibility of avoiding any misunderstanding lies with oneself. It can only be considered as good practice to allow time to reflect and have continual self-assessment of our personal behaviour, to learn from our experiences and be aware that we will always be confronted with challenging situations and unpredictable situations.
Bloom BS (ed) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, New York: McKay. Daines JW et al (2006) Adult Learning, Adult Teaching, 4th edition, Cardiff: Welsh Academic Press. Gravells A, Simpson (2008), 3rd edition, Preparing to Teach in the Lifelong Sector, Exeter: Learning Matters.
Cognitive Learning Styles – cityandguilds.com
Honey and Mumford Learning Styles – peterhoney.com
Teachers Network – http://teachersnetwork.org
Cite this Roles & Responsibilities in Lifelong Learning
Roles & Responsibilities in Lifelong Learning. (2016, Nov 14). Retrieved from https://graduateway.com/roles-responsibilities-in-lifelong-learning-2/