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I used an open discussion policy where I allowed my learners to openly debate with me and amongst them on related topic; this enabled me to understand each learner knowledge on the topic. This was a tutor led discussion. At start of the session I introduced myself and greeted the class. I also told that I work for a company based in Bradford West Yorkshire (Elite Training Academy). I have previously been a youth worker, running workshops around crime diversionary activities etc... for a number of years now.
Furthermore, I also explained what session entails which is in the Security Sector and will be a PowerPoint presentation and discussion on Drugs Awareness and Illegal Substances. The Drug, its source, its effect on human health and legal penalties. Resources that were used were: laptop, PowerPoint projector, informative handouts. Communication was good as I took into consideration the size of the room, my distance, the amount of people and not turning my back on the learners but facing them always either frontal or side whilst facing the screen.
I think I may have given the handouts too early; this may have cause distractions and meant to be as plan B if technology fails. Embedding key/functional skills, ICT was used with the PowerPoint and literacy in regards to the handouts provided in a way of the actual text on the subject, allowing answers to be written and spellings. However, to improve, In future I will use a quiz or puzzle to differentiate between my learners through assessment.
Differentiation, which I have looked at from speaking with my peers before after the session, there were no learners that needed support in reading, writing, listening, understanding etc... On Inclusivity, I made sure each and every learner was involved in the discussion during the lesson by speaking to them directly as well as Q&A, which I believe was my overall strong point. In relation to my approach to delivering inclusive learning and teaching based on my reflection on the session, I would have to improve in differentiating task or class activity through sitting arrangements to help those who lack certain abilities to be with those who are good to help, as well as analysing every group abilities and providing one to one when the need arise. Overall, I think the teaching practice of the session was effective from analysing the tutor and peer feedback, but in relation to my specialist area, I would have to improve in the training strategies and to adapt new ways as teacher/tutor.
At the beginning of the programme I had gone through my SWOT analyses which provided by the training provider, and since the start of my micro teach activity, I have been working very well to improve on my weaknesses to be a better teacher. Overall, I have been effective, but still need to improve by following my RPJ and referring to regularly to help me to improve. This assignment is a reflection of most of my response that I have recorded in my ART. My ILP reflects the areas of improvements during the programme which I have already mention in this assignment from my weakness from my SWOT analyses.
At the beginning of a course I set a challenge to my students to write down what ground rules and boundaries they would like, for example; mobile phones to be switched off or on silent, so as not to stop the lesson. Breaks are to be whatever time they want and lunch/dinner is to be at 13:00hrs.These are set and agreed by the students to promote the correct behaviour and respect. As a teacher, you make this enjoyable for the students to take responsibility for the rules that they set and agreed i.e. giving them empowerment.
This is to make sure the students don't go back on the word, I ask them to sign their names to each rule that they have set, and this has a physiological impact on the students. The ground rules could also be set by you or the organisation, setting ground rules will give the students a routine and the students can plan their times accordingly. Some of the main ground rules for the session are that you must start the lesson on time and recapping points along the way and summarising at the end is useful. A good example of ground rules ref; preparing to teach in the lifelong learning sector by Ann Gravells. A group of adult learners are taking a course in Door Supervision. They have agreed the following ground rules;
Arrive on time;
Switch off mobile phones
Be polite and courteous to other learners and tutor;
Don't eat or drink in class;
Return punctually from breaks.
Also when you or the students make up ground rules you must consider a number of different issues that could arise, such as different culture and disability and gender etc... There are many ways that the tutor can gain motivation of students, for Example ref; preparing to teach in lifelong learning sector by Ann Gravells.
To help motivate your learners you need.
Treat them with respect and as individuals;
Set clear targets;
Maintain an organised and orderly atmosphere;
Make tasks interesting, practical and relevant;
Vary your delivery styles to reach all learning styles;
Challenge and support those who need it;
Ask open questions;
Give ongoing constructive feedback;
Avoid creating intense competition;
Be aware of their attention span.
The teacher should always try to motivate the students to do the best they can and to strive to better themselves. Another example is;
Physiological- is the learning environment comfortable? Am I hungry, thirsty, tired, cold?
Safety/security-Am I in danger whilst learning? Am I worried about anything?
Recognition-Do I belong here. Do others respect me?
Self-Esteem-Am I learning something useful?
Self-Actualisation I have achieved what I wanted to
Feedback is important to the student; this will let the student know how well he/she is doing in his/her course. Feedback is usually given on a one-to-one basis, you should always encourage your students to ask questions about anything to do with the course work, and be positive when there is development/improvement in their course work. Constructive feedback can come in two ways positive and negative.
That was brilliant; the way you ask that question just at that moment was really helpful.
That was awful; at that moment you seemed to be imposing your values on others.
If you do offer negative feedback then don't just criticise, but suggest what the learner could have done differently, Turn the negative into positive. Example, Ref; preparing to teach in the lifelong learning sector by Ann Gravells. There are many ways to make sure that the students are taking in feedback, question and answers and recapping the course work at the end of each session, and nodding of the head this is a good sign that the students are taking in the course that you are teaching.
Giving good practice in feedback is important to the student; this encourages the student in his or her course work and will motivate the students,
The are many ways of demonstrating good feedback for example; phrases' like good work and well done, also the teacher must never embarrass a student in front of others this will do more harm than good. If there is a problem, ask the student to see you at the end of the session and have a one to one, help the student and not embarrass them.
A teacher must be able to communicate at all levels of people from academics to first time students within the course the teacher is delivering. Also the teacher must be able to teach in any style that is needed, I find that you should teach and communicate in clear and simple language, so that the student can understand, what you are saying and the point that you are trying to teach.
I find that when I teach a door supervisor course the best way to teach is to be clear and straight forward and to build a trust with you students. This so that the students know that you are giving them the best of your experience and knowledge. As a teacher you must always update your knowledge and course so that the students are up to date, the main topics that I update are; requirements of the governing bodies and updating the course and the licensing laws etc
Feedback from Peers/Observers/Tutors from Micro Teach Activity.
Initial feedback I got was very positive, there was some obvious gaps in my teaching on which they the Observers kindly highlighted to help me improve my micro teach methods.
Not to give hand outs regarding the PowerPoint to early this may cause distractions
Move around the classroom less
Use of whiteboard/flipchart for students comments rather than just commenting/debating on question
Too many words on PowerPoint, less is more!
Recognised audience and tailored to suit
Good inclusion of all (debates/discussions) caused a stir...
Good pace (not rushed)
Simple clear slides on PowerPoint
Clarity on questions provided
Humour used, usage of video (good)
I will use the feedback above to cover the points below on enhancing my delivery practice and methods
Evaluate the effectiveness of your micro teaching activity
Feedback/questionnaire forms should used for cross referencing
How you could adapt and improve your training strategies
Action the development points/feedback from my peers as stated above
Whether the session met the requirements of your role as teacher
I felt that this helped summarise my energies towards using less but being more effective that way I don't fast-track the sessions.
Comments on your reflective practice journal and Individual learning plan
Comments were very positive and constructive and will help me reflect on my ILP to assist me towards my goal of being an effective tutor, I am willing to learn and improve my teaching style, I've taken on board the points and experiences of others
Comments on your thoughts on the effectiveness in relation to inclusivity and differentiation of your teaching.
Having sound knowledge of my sector and keep updated on latest regulations, use students interaction/participation more in sessions and gain from their experiences and background
How you might do things differently if you were to deliver the same session again
I would take on board all comments from peers and students feedback forms, and will consider areas of development in my teaching methods and spend more time preparing scheme of work and delivery
Will home in on SWOT self-analysis from the start of the programme
List of References
Fox, R. (2005) Teaching and Learning. Oxford: Blackwell Publishing Ltd.
Gravells, A. (2008) Preparing to teach in the lifelong learning Sector. 3rd ed. Glasgow: Bell and Bain Ltd.
Gravells, A. (2010) Passing PTLLS Assessments. Glasgow: Bell and Bain Ltd.
Hillier, Y. (2005) Reflective teaching in Further and Adult Education. 2nd ed. Gosport: Colour Press Ltd.
Scales, P. (2008) Teaching in the Lifelong Learning Sector. Maiden: Open University Press.