The aim of this assignment is to explain ground rules, roles, responsibilities and boundaries as a lecturer at Grantham College in terms of the teaching cycle.
Question: What are ground rules? Comments:
Ground rules are a set of rules monitored by the tutor, agreed with the group so all learners understand their responsibilities within the learning environment. As a tutor it is important to understand that 'all learners require boundaries and rules within which to work’ [1] Ground rules can be measured by the group but boundaries must enforced by the tutor. Some ground rules may be flexible i.e. bio breaks; use of smartphones; access to external resources, but a core or common set of ground rules must be adhered to by all, i.e. Behaviour; Attendance; Participation; these rules will promote an inclusive learning environment and support a positive outcome for learners.
A tutor should set or reinforce ground rules at the beginning of a lesson by quoting agreed rules, opportunities can also present themselves throughout the lesson to echo individual rules with learners. In order to ensure all learners agree and adopt ground rules tutors will need to set learners an activity in groups too discussion rules, with some guidance. Groups can then write their suggestions on post-it notes before listing these rules and agreeing the most appropriate. In a similar activity each group could put forward their set of rules, listing these and prioritising by importance as a group. Using this option tutors can insure common ground rules are owned and adopted by the whole group allowing all learners to thrive and achieve in a positive learning environment.
As a tutor I always keep in mind the first rule of teaching ‘assume nothing’ [2...
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...bility of the teacher is a complex one’ [6].
Works Cited
[1] Gravells, A (2012) Preparing to Teach in the Life Learning Sector: The New Award (5th Edn). London: Learning Matters
[2,3,4] Avis, J, Fisher, R and Thompson, R (2011) Teaching in Lifelong Learning: A Guide to Theory and Practice. Oxford: Oxford University Press.
[5]Hill, C (2008) Teaching with e-learning in the Life Learning Sector (2nd Edn). Exeter: Learning Matters
IfL (2008) Code of Professional Practice. London: Institute for Learning.
[6] Reece, I and Walker, S (2007) Teaching, Training and Learning: A Practical Guide (6th Edn). Tyne & Wear: Business Education Publishers.
Wallace, S (2011) Teaching, Tutoring and Training in the Lifelong Learning Sector (4th Edn). Exeter: Learning Matters
David Andrews, (2014) Roles and Responsibilities: PTTLS (Ln 3). Lecturer in Teacher Education: Grantham College
Students increasingly demand a type of education that allows them to update their knowledge when necessary and to continue to do so throughout their working lives (McIntosh, & Varoglu, 2005; Tomlinson, 2007). The debates on lifelong learning and learning skills continue to emphasize independent and self-directed learning as a central need (Strivens & Grant, 2000). The ability to engage in critical self-assessment is viewed as a meta-skill that would aid students in managing their general life both during and after university (Knight & Yorke, 2002). Based on this view, suggestions are raised to educational institutions concerning learning cultures that help students know what they are learning and why and how to develop the claims to achievement that make them more successful. Teachers are expected to design promising learning environments and help students discover what they afford, what might be learned, how and why (Knight & Yorke, 2003). According to the authors (Strivens and Grant, 2000), if learners have an accurate awareness of their levels of achievement in skills, in conjunction with a desirable skill profile for a job or a range of jobs, they will be able to recognize when and where they need to improve their level of skill. It has also been
The lifelong learning sector, I have read extensive papers regarding this. The learning sectors developments provided an introduction to key policies and legislation that has shaped the sector as we know it today. The following reports show the ever changing face of this sector. In 1998 the Green Paper was produced, it was the first policy paper that showed the need for educational skills from post school to post-retirement. Only one year later 1999 the White paper was produced by the Learning and skills Councils (LSCs) this was looking to provide funding for learners within this ever expanding sector. The Adult Learning Inspectorate (ALI) was introduced for learners 19 and over, and work based learning. Ofsted took over the functions of ALI in 2007 for the 16 to 19 sector. This gave learner more choice and introduced connexions to support the learners.
Petty, G (2009). Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd. p1-2
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th Ed). Frenchs Forest: Pearson Australia
guide me through student teaching and the early years as a teacher. The core principles of my
Conclusion: having been involved in teaching students in their internal ship time, the style of teaching and the experience of my undergraduate compare with the new approach in my postgraduate as an adult learning approach, I have realised now that
Blomfield, A., Roughton, L., Scott, A. (1997) Becoming a Secondary School Teacher. London: Hodder Arnold
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
What inspired me to teach was moulded by my own experiences of school life. I was fortunate to have teachers who were driven by helping me to achieve and prepare me for wider society. I thoroughly enjoyed my education and thrived in every opportunity that was presented to me from being a Team Leader for younger students, to completing my Duke of Edinburgh Bronze Award, to being awarded Head Girl. I have gained leadership skills and been a positive role model. This has further enhanced my ambition to pursue my vocation of teaching. My dedication to Sociology has led me to develop an understanding that is complex and curious of the world; this knowledge I feel can be shared with students so that they too can see society from other perspectives. Through work experience and observations, I realise that teaching can be challenging because of its physical and emotional demands. I want to increase my student’s sociological awareness and trigger the same passion I feel from this subject. The aspects I enjoy most within sociology are psychological and criminological theories, and studies whic...
The first rule of teaching is "ASSUME NOTHING", this is the most important rule in teaching, as it states teachers must never assume they know everything. They must be updated with every single subject they are teaching, need to know their boundaries, roles, responsibilities and professional values. They have to be aware of changes in policies and rules and be updated with all subjects they are teaching. Teachers are also responsible for updating their knowledge on rules such as Health and Safety at Work, Risk Assessment and Child Protection Guidelines.
Lifelong learning is the process of gaining knowledge based on an individual’s interest and developing skills throughout the life to improve their life irrespective of traditional educational schooling activities. This long term process influences an individual’s personal development and improves their thinking and thought process thus recreating themselves in a new experience of the positiveness. These learning’s can be of different types ranging from the home education, cultural learning, personal learning, spiritual learning, learning to keep up to date with technologies and local medical sciences education etc. Learning through experiences in life helps an individual to visualize the purpose of life from a new prospective that inspires them to be self-contended.
Marsh, C. J. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forrest, New South Wales: Pearson Australia.
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.
‘Own attitudes towards and knowledge about the variety of people we teach. The way we speak and behave will say something about you, your perceptions and expectations of your students… As a tutor, you have a professional duty to behave in non—biased ways that are acceptable to all. This means recognising that every adult is of equal worth irrespective of ethnicity, gender, ability background or disposition, and working with each person to the best of your ability in order to further his/her achievements’ (2006:43).