Teaching in the lifelong learning sector encompasses students of many: age ranges, backgrounds and abilities. As a result, the roles, responsibilities and boundaries of the tutor can at first appear to be immeasurable.
This assignment will focus upon the role, responsibilities and boundaries of a tutor within the context of teaching in the 16-18 age range bracket. It will reflect upon the needs of learners within my own role on the Study Programme (Learn to Work) at Tyneside Foyer, who have not achieved their potential in mainstream education, and who attend learning with numerous personal, social and academic barriers. For these particular learners, “the experiences associated with learning may have been negative ones: failure, embarrassment, a sense of not belonging, low self-esteem. In the FE sector particularly, we often find students, of whatever age, who have not thrived in mainstream compulsory schooling. Helping them to regain the confidence and motivation to learn is part of what makes teaching in FE such a challenging and rewarding profession.” Wallace (2005, p.95)
The assignment will concentrate on the importance of structure within the learning programme, how individual barriers to learning must be overcome, and the importance of tutor/learner rapport.
A robust induction process is imperative to enable the tutor to understand what has motivated the learner to attend the programme, what they expect to achieve while in learning and to create an Individual Learning Plan. An induction allows a contracting process to occur between the tutor and learner, whereby the tutor is able to set out the rules and expectations of the learner while on programme, and the learner is able to understand what their own responsibiliti...
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It is the tutor’s role within the Life Long Learning sector to support, inspire and guide the learner during their journey - from the beginning through a robust assessment, through the middle while they learn and use the topic, to the end when they are ready to move on to the next stage of their learning – whether this be into a employment, or into further education/training.
It is the tutor’s responsibility to ensure that learners feel comfortable in the learning environment and that they understand the importance of numeracy as a life and work skill and feel motivated and confident in their own abilities to use it. It is tutor’s responsibility to support the learner to achieve the goals they set on their ILP and to inspire them to achieve their full potential. It is the tutor’s role to prepare the learner with the skills needed for a successful life.
A Training Guide for College Tutors and Peer Educators by Sally Lipsky defines the role and importance of peer tutors’ on college campuses, the importance of promoting active learning, how to incorporate critical thinking and questioning skills, assessing students’ learning, collaborative learning and group work. Furthermore, this book defines tutoring as a proactive process, the value of diversity and students, online assistance, and a summary of effective peer lead sessions. One of the major strengths of this book is the learning activities throughout to assist peer tutors with their tutees. For example, the activity in Chapter 2 (Promoting Active Learning) has what the tutor may potentially hear
As an employee of County Community College, I teach an Adult Basic Skills Numeracy class. I originally started the academic year with 18 learners, but by April 2015 I had approximately 6 learners per session. Most learners are female, of Afro-Caribbean or African origin and aged between 20 and 50 years. It has been suggested that many learners see numeracy as a male domain (Cemen, 1987; Gutbezahl, 1995; Levine, 1995; Miller et al, 1994) and I have noticed that I teach predominantly female learners who are particularly shy and have low self esteem. They are also full of self doubt and lack confidence in their mathematical ability and some do not see numeracy as a useful subject when compared to literacy. To some it is just a means to an end and not something to learn for the sake of self-improvement.
Helping people by giving a solid education is a fantastic opportunity for students at Rocky Run Middle School to graciously portray themselves. Rocky Run’s Homework Helpers program not only enhances a student’s learning, but it helps a tutor review forgotten concepts, and it helps the tutor remember the topic better. This is due to the fact that requires loads of research to be done to prepare the lesson for the tutee, and while researching, one has to take detailed notes, so that they would be prepared for the lesson. Moreover, several studies show that when something is written, it is stored in a person’s long term memory. Furthermore, “Helping people in need is a good and essential part of my life, a kind of destiny”, mentions the late Princess Diana of Wales. She, in her quote, explains the second reason of why I am interested to be a tutor in the Homework Helpers club. All the tutees that have registered in this
This essay is to consider and discuss how I might apply the theories of Malcolm Knowles, in my own current or future training work. The essay will include a brief biography on Malcolm Knowles, and his theory on adult education / learning andragogy, to include definitions of andragogy and pedagogy, which has been the mainstay of all education theory for hundreds of years.
Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd Edition), London: sage Publication Ltd.
Novin, A., Arjomand, L. and Jourdan, L. Teaching & Learning, Fall 2003, Volume 18, Number 1, pp. 24-31. Available from : http://www.und.nodak.edu/dept/ehd/journal/Fall2003/novin.pdf [ Accessed 2nd December
Analysis: having been through the adult learning experience I have realised the roll of learner and teacher in this approach. An effective teacher can facilitate the development of independence, self confidence, learning satisfaction and help students (the learner) to critical think. This experience has taught me that there are different styles of learning and teaching that I can adopt in my future.
Subject matter and learning experiences must be provided that begin at the level of the learner. Therefore, it is incumbent upon the teacher to have a true realization of students’ prior knowledge. To determine where to start instruction, teachers should consider what students have learned in previous courses or workshops as well as the students’ personal experiences with the subject matter (Bhagavathula, 2016). However, readiness may take a long time. Hence, the teacher must bring down the level of simplicity of the lesson to the level of understanding of the learners so that they will be ready to receive
I should establish goals, purpose, and interactive instruction when working with students. I should be able to clarify confusion and provide differentiated tasks for students in my future teaching practices. As a teacher, I would offer models of behaviour; for instance, presenting students that creating an anchor chart helps to remember the course materials. Teachers should respond flexibly to students’ response and encourage students to self-monitor. I believe that it is essential to adapt independent learning skills in my future classroom since independent learning help students to improve their academic performances, increase motivation, confidence, and self-assessment
According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skilful tutor. The tutor may model behaviours and/or provide verbal instructions for the child.
In order to do the instruction, the learners must be able to applied the entry skills which is have been stated in Instruction
Learning is a social phenomenon. There is the relational aspect of this phenomenon, as positive relationships amongst learners, or between learner and tutor, enhance the learning process. Learners are more comfortable taking risks when they are in a positive relationship, and risks are necessary for growth to happen. Once relationships are established in a learning environment, two key aspects of learning that Salomon and Perkins (1998) describe are salient features of my personal theory of learning: an individual’s learning is facilitated by others, and through social interactions meaning can be constructed.
The role and responsibilities of a teacher is very complex. Teachers are responsible for making sure their learners acquire the knowledge they need, but also achieve their qualification by the end of the course in a safe learning environment, so they have the skills and experience they need to start their careers. To achieve that goal a teacher must be creative, professional, flexible and knowledgeable enough to deal with daily challenges and find different ways to help their learners needs. Establishing a safe and stimulating environment for learners, creating mutual respect and set goals that stretch and challenge learners of all backgrounds and abilities.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity