Teachers role in Facilitating Learning

Teachers office in Facilitating LearningTo fully understand, appreciate and contemplate on this title, I resulting clear to study three, real different, to date at the same time inherently linked facets of the education spectrum. Firstly, the role of the instructor will have to be explored and the functions and responsibilities this position entails. be instructors still lecturing child-minders, or argon they fundamental, non and to a childs breeding in school, but to their social and deterrent model get knocked content(p)ment and education? Secondly, what children learn, how children learn, and how we, as educators, learn with them, atomic number 18 pivotal aspects which can non be ignored. And thirdly, I will get up to the aforementioned argonas of belief method at heart the context of nominate stage 3 and 4 English.The precise role of the teacher varies, but educator and role-model ar deuce indwelling parts. Teachers have a responsibility and a moral duty (and be leg aloney contracted), to assist the development of a students tuition throughout their school life, whether they be in a lesson or during any other scholastic situation.Teachers and pupils have to co-exist, live and scarper within the line of a school, and the reasons why many children honest cannot cope with this batch-up ar many. To disparage these potential problems, the teacher on that pointfore has to cater for either pupils different carrys, (race, gender, SEN etcetera. A teacher can do this by exploreing particular pupils asking anterior teachers, seeing SAT scores and literacy and numeracy levels. Consulting the Senco can be beneficial if on that point are concerns over teaching roundbody with peculiar(a) educational needs. correspondence and accepting pupils differences, whether they are educational, religious or cultural have to be, not tackled, but domesticateed through with all parties present. A working blood has to develop where t he teacher can initiate and then assist learning and the pupil can respond in their own way. well-educated the pupils man-to-manly is of racy importance in knocking down groynes and building bridges. The pupils knowing the teacher and the teachers consistencies of discipline, standards and expectations, can arrive at the both-way family relationship. Both parties know each others equals, dis deals and boundaries etc. Children are everto a greater extent underestimated, they frequently gauge and assess the teacher, acting and reacting in different situations with different teachers, so its important to assert yourself and get that relationship right. This is a key target for me because I worked as a teaching assistant at The Woodroffe, I had to throw a formality mingled with myself and a few of the pupils, whereas onward it was beneficial to have a much relaxed approach to get the job done.In English, the teacher has several key projections which cooperate children to g et the most out of the offspring giving the pupils impudence to try when reading and when writing and to give them the relevant skills. Encouraging them to make do opinions and interact with their peers through discussion sermon and listening. Introduce literature and oral communication variation. Help them to understand the authors craft reading for meaning. They should be given glide path to our literary heritage and texts from different cultures and traditions. Recognise where a pupil may benefit from drama and ICT related lessons and then differentiate accordingly. Teachers should unify this information with media topics and theories to expand knowledge and understanding. The mogul to fuse these areas is a teachers level. The teacher unbrokenly has to push the boundaries, challenge the pupils to get them out of their comfort-zone. thither is an element of hazard involved for the teacher in attempting a reposed but contest lesson. in that location is as well as risk for many pupils in different ship canal nigh of us are risk tolerant and most of us are risk averse with all points equally represented. If you are in a learning situation and anxiety tips into stress, then what hap publishs next is predictable. in that respect are four categories of survival response available to you. A teacher or anyone is involved in formally educating others will be known with them. They are fight, f exonerated, freeze and flock. You show resistance or fight the com contriveer address of stress, you flee from it, you freeze in the face of it or you hang out with others like you or flock from it. If you have an accumulation of stressors that leave you imprint out of control, then the four Fs are what is left for you.1The teacher on a regular basis reviews the boundaries to reduce the usage of these defence mechanisms. These four Fs are prevalent in English where in ascertaining whether the students have understood, the teacher will direct questions to hit-or-miss pupils, which in their eyes might be thought of as plectrum on. Speaking and listening tasks can offer problems to some students who may be good in other areas and some pupils respond by utilise one of these defence mechanisms because they lack the basic skills needed. What the teacher can do to alleviate this problem is to fore-warn the class that questions will be asked, nominate a table, group or pairs for an answer and say what type of questions you are expiration to ask, building up from easy questions to harder questions. A quieter student could be asked before the lesson if they felt okay with answering a question/performing a poem etc. A certain degree of sensitivity and gross sense is needed when considering this question.Because English is such a alter base that encompasses many different teaching and learning styles, it can be heavy to teach and consider the different and necessary approaches. Key stage 3 can be problematic at The Woodroffe as the class es are of involved ability with a vast range of skills and needs. Key stage 4 are put into sets which, although can help with differentiation, means the need to throw out challenge pupils mothers more apparent. Pupils know every trick in the book, every survival technique that will help them to stay alive in the jungle that is their classroom. The teacher has to remain one step ahead of them, utilise their motivational techniques along with a good lesson, to keep the class participating. Knowing each pupil and their needs is of vital importance to the teacher.The ease of compliment and criticism in teaching is an ongoing debate and an issue of parkland sense. Educational psychologists, writers, theorists, parents and teachers have all added their predilections to the following questions Is it three ticks to one regulate? Do you give out fewer ticks as the pupils get old? Do you gull in green or red pen? These are bonnie some of the basic questions that are trying to be an swered. At my school there is an Assessment For Learning initiative set up where a group of teachers have volunteered to try many of these schemes. They chance upon up quarterly to share results. From attending one of these meetings and by witnessing them in class, I am now aiming to use one or two of the ideas in my lessons. For instance, the question of how to bell ringer effectively Within this context it is very difficult to state what type of marking is needed and where. One accomplishable rule offered is that you dont highlight every spell mistake, especially for the lower ability groups. This issue splits teachers. As antecedently mentioned, I feel that this is an issue of common sense depending on the context of the situation. at that place is also the question of summational vs. formative marking, but does there have to be verses, they can co-exist together. sometimes a comment is more beneficial to the student than a gradation. Some students may prefer to see a mar k or grade so that they can soft see improvement. There is ongoing research into this area. Choosing which type of marking to use is a matter for each psyche teacher and their individual students. Again, it is your knowledge of the pupils as individuals, building on your expectations for them, what they are achieving and what they should be achieving and getting the pupil to recognise these expectations. that as two pupils are never the same, the marking, comments and grades reflect this. Teachers have to regulate and differentiate and only by knowing the pupils, (SEN, background, social problems etc) will this occur.I have make that some pupils benefit from formative marking and that some crave a grade or number so that they see if they are progressing. It appears to me that high ability students like to see the grades. I was asked recently by a higher ability category 12 student to give a grade for a piece of homework where I had right put a constructive comment. Putting cro sses in red, underlining incorrect spelling and dis behind see me at the end of the work, are all methods which we are familiar with, but how many teachers actually appreciate and celebrate pupils work? At every level pupils like to see their work appreciated by the teacher and the class. They like to know that they understood the question or showed a considerable deal of effort. They like to be rewarded appropriately and consistently. For some pupils solely to finish a piece of work is a cause for solemnization. This celebration should be differentiated by the teacher in accordance with individual expectations.Linked with praise and criticism is target- picture. A current theme in schools is for the student and teacher to work together to set the pupils targets for the term/ yr etc. The theory behind this idea is to involve the pupil as much as possible so they can create compliant targets. Also, they are more probably to resist completely if a teacher were to set their targe ts and force-feed them to the student. In English, setting targets, no matter how secondary and achieving them is the basis for onward motion in learning. Targets could include spelling certain words, pickings part more in class discussions, not calling out or handwriting. Again, this target setting is heavily differentiated and that is why I feel it is a good idea to involve the student, they know belike better than the teacher where they need to improve. I have worked with students and other teachers setting literacy targets and demeanoral targets in other schools and at The Woodroffe. We adjusted the targets by aspect for at levels and listening to comments from other teachers, not just in English. This idea attempts to motivate students by shifting the responsibility, from the teacher to the pupil, involving them more in their learning. This is just one facet of an interactive movement within education at present self-marking and self-evaluation are important tools in the classroom for all key stages. Just recently I asked a social class 10 group to mark their own work as if they were a teacher. The comments and grades that I were shown were very interesting, the list of constructive reflection was very surprising. This allows the students to see their work from a teachers horizon what they will be marked on and how the teacher allocates marks for spelling and handwriting, for example. The idea is to create reflective pupils. Pupil responsibility is the current catchphrase, although some students understand the reasoning behind the idea more than others. In my year 9 lessons, preparing for their SATS, I make very explicit what they will be marked on for each type of question. They are given the mark scheme to mark their own mock papers. This seems to help them a great deal and they are beginning to learn that teachers dont just give a random grade with could do better on the bottom.A teacher has to consider the use of the different learning st yles visual, auditory and kinaesthetic. Visual learners like to see what they learn, auditory learners like to hear what they learn and kinaesthetic learners like to be physically involved in what they learn. They should be used together and this cross-over is of vital importance in an inclusive learning environment. In English, skills are needed that incorporate different styles of teaching (reading, writing, watching, speaking, listening, performing). When preparation, teachers have to accommodate all the methods to make sure they appeal to all the different types of learners in their class. crossways both key stages I have aimed to deliver a varied programme within the lesson when I am explaining some thing I try to distill it clearly and concisely, have what I am saying on the board, sometimes with a picture and by giving out helpful handouts. By demonstrating something as I am explaining it, especially in drama and speaking and listening, helps to address all the different ty pes of learners. Also, I prefer to set work involving a mixture doing tasks, reading tasks, written tasks, whilst incorporating drama and ICT.Flexibility within a lesson structure is a key theme. Recognising where to be compromising is a trait of a good teacher (Is this too easy for them shall I move on to something more challenging? Did they get all that shall I go over it again?) Because of the wide range of topics in English, a well-structured lesson should be planned, although digression in a lesson, especially when instigated by a pupils question, can be beneficial to develop.It is beneficial if a teacher is yearning and is able to enthuse students. This enthusiasm should be considered a valuable resource, just like the teachers subject knowledge. The knowledge of, understanding and using resources are essential for enhancing the learning experience. Resources can be varied and obviously differ amidst subjects, classrooms and teachers. Resources can include such things asTe acher knowledge savant knowledgeTeaching AssistantsI.C.T. computers, O.H.P.s, digital cameras, video cameras etcResearchHomeworkA brilliant and effective lesson is very hard to achieve. A well-structured lesson is a moldiness as long as there is flexibility allowed, as previously mentioned. Presentation and delivery are also important aspects to consider whilst not forgetting the power of the teacher to inspireUse rich language and tons of repetition. Encourage learning behaviours noticing, naming, describing, speculating, questioning. Encourage physical exploration and robust play. (Smith, p.46) another(prenominal) things that are found in a good lesson vary from subject to subject, factors that I consider crucial in English are1) sound planning and preparation. A well planned and prepared lesson is more likely to be a good one. Each learning objective and task to meet that objective is carefully considered to be beneficial to the students. This is an ongoing target, which I fe el I have met to a basic level.2) Knowing the pupils well. By knowing the pupils well you can cater for all their weaknesses and abilities, set possible targets, expectations and boundaries. Again, I know the majority of my students and some of their weaknesses and strengths but I realise more background research on the pupils is needed.3) Differentiation/learning styles. This is to benefit each student with their own needs and learning styles tailoring the lesson so that it is accessible to thirty or more students. This is a key aim of mine and although I feel I understand what is needed, I need to spend a great deal of time on this area.4) guard understanding continually (also from assessment). I check at regular intervals by asking questions, checking books and work in lesson. This is important because it is vital to realise if you are going too fast or too slow. Students that dont understand will switch off. Also, knowing when you are going too fast is crucial and leads on to 5) Consolidation building on prior knowledge/looking to future lessons. This can be added to the start of a lesson to refresh memories and to let the students know the content of the lesson. I feel I do consolidate consistently but it is an ongoing, rolling target of mine.6) Appropriate working relationship with students. As previously mentioned, to benefit the student and the teacher, getting the correct balance has to be achieved. This is an area where I realised I needed to centre myself. I think I am gradually achieving that balance.A slender aspect of the facilitation of learning is the actual environment where the learning takes place, usually the classroom. Children are learning all the time, whether they know most it or notThere is a great deal of learning that goes on outside of conscious management. The brain processes information that is neither attended to nor noticed and this process is permeant and ongoing. Children can, in some situations, be learning without t he involvement of the teacher (Smith, p.161)There are other ways to make the classroom an enriched learning place and accessible to all. Behaviour is a major factor, if you have bad behaviour constantly and from different students, you may well question your choice of lesson for them. A lesson that is too easy for students is just as bad as a lesson that is too hard for them.Better behaviour means better learning. Classrooms become better places in which to study and more enjoyable to work in.2It is also beneficial to students and teachers alike, to be consistent when setting and enforcing rules and boundaries. By talking to cater and from my own experiences, I have realised this is an important aspect. Clarification, explanation and the displaying of rules and guidelines are essential as pupils learn best in ordered environments where boundaries are clear.(DfES 2003)It is easy to overlook the actual classroom space. This is an integral part to the students lessons. Is it light and airy? Is it overcrowded or badly set out? Are the wall displays overbearing, too busy? Or, are the displays subtly aiding learning by just being visible? Students are proud to see their own work on the walls and this sense of well-being can only help create a positive atmosphere. It is good for the students to know where everything is in a classroom. Are the dictionaries and other resources easily accessible? Are the tables and chairs set out in rows or in groups? Which way would suit the task you are about to set? I have always thought that this is an area that could easily be overlooked by teachers and although I aim to consider this factor, I dress it difficult when I use twelve different rooms, some of them art and science rooms which are not conducive for teaching English.Differentiation is a major consideration in the classroom. Recognising, understanding and provide for every childs individual needs are essential knowing the pupils, planning for them appropriately and setti ng achievable learning outcomes. Getting the balance between challenging content and achievement can be difficult, even for experienced teachers. That is why it is so important to know your pupils well, as previously discussed. What special educational needs do they have? What can you do to help them progress in their learning? In English, recognising reading and writing problems, are they dyslexic? Also, speaking and listening problems, autism and understanding these problems is necessary. How can you make your lessons more accessible for them? You can try to understand their problems and talk to the Senco about how to quicken learning better. Have they any background or social problems? Teachers have to differentiate for the gifted and talented in their classes, with extension tasks combined with rewards, whilst not forgetting all the pupils in between.It is also a key aim for teachers to be reflective, recognising the good aspects of their teaching and developing them in order t o facilitate progression in pupils learning. It is also necessary for them to realise where their teaching techniques and methods can be improved to achieve their full potential as an educator, which in turn, will improve the student. Although I have only limited experience, one example is fresh in my mind Whilst beginning to take a year 11 GCSE prep. group, I realised that because of their lack of motivation, they werent really benefiting from my lessons. I discussed the issue with my mentor and approached from a different angle, changing my lesson plans, tasks and delivery to get their attention and to offer the skills they needed to learn.I think that the role of the teacher is an indefinable idea. As times change, so do the responsibilities and duties for a teacher. One thing remains constant however, the main drive of teacher as educator. Although teachers come in many different hats, their actual teaching hat is never interpreted off, that is the one thing that takes precede nce. As previously mentioned, teachers have to be flexible nowadays, and it is this pliability that has helped to make teaching such a demanding but honor career. Teaching has evolved and the roles are many and varied across the entire spectrum.There is a shift in telling the children what they need to know, to telling the children how to find out what they need to know, giving them the responsibility for their learning and development. In English, there is a drive towards prioritising what the child needs to progress on, students are marked and evaluated as individuals not as a whole class. Getting the balance between consolidation and moving the class on is a constant consideration and through teaching, teachers are learning how to adapt and improve so they can benefit the students to their full potential.