Other aspects of the module include written assignments on various subjects, one of those subjects is the roles and responsibilities of the teacher, in this assignment the trainee teacher researches the vast amount of roles to be undertaken by the trainee teacher and quickly becomes an eye opener into the world of education, the sheer quantity of roles can be overwhelming to some trainees and this is closely followed by the responsibilities that go with these roles. ’ Traditionally the role of the teacher has been as purveyor of information’’ (Reece and walker 2003 p3) this is simply no longer the case and the trainee teacher needs to understand the needs of each individual learner, and cater for the group as individuals not as a class. By undertaking this module the trainee teacher should take some of the knowledge and adapt their lessons accordingly, always keeping the emphasis on the learners getting as much out of the session as possible.
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Unfortunately with emotions running so high it’s inevitable that a clash of personalities will occur at some point, when a student fails an assessment they may become angry and that anger will undoubtedly end up at the trainee teacher’s door, at this point they may even be doubting themselves but it is important that as a trainee teacher they remain calm and objective, but above all reassuring informing the learner that all is not lost and that its always possible to try again.
To be an effective teacher the trainee teacher must be able to reflect on their experiences, if something doesn’t work the ability to be able to quickly turn it around depends on how you reflect. This is highlighted during TS1301 on a number of occasions, the completion of a journal depicting key events throughout the year is an advantageous tool that should be continued throughout the trainee teachers career to ensure the learners needs are continually at the front of their planning. ’ If the needs of our learners are discovered and met the chances of success are greatly increased’’ (Petty 2009 p530) the needs of the learner are changing constantly and only by reflection can these needs be truly assessed. Through the completion of this module the trainee teacher will pick up some tools to enable them to get the most of the teaching and learning experience. Trainee teachers are both teachers and learners and it is important for them to appreciate both sides of the relationship, throughout the module new skills are being acquired and this will reflect in the lessons delivered by the trainee teacher.
Some key changes that will arise from the completion of this module include the creation of better lesson plans, this comes about through better understanding of the learners needs and what it takes to encompass all learner styles. This creates a more welcoming learning environment where all learners feel part of the team, it’s this feeling of belonging that allows learners to move on. Maslow says without completing one rung on his hierarchy of needs you can’t move onto the next.
Maslow (1954) Each learner needs to complete all components of the triangle and only when each one is complete will the learner progress onto the next level. The journey is a continuous cycle and each new aspect of learning needs the hierarchy to be complete. Other components of the module give the trainee teacher an insight into the barriers to learning, one of these barriers is having a learning difficulty such as dyslexia.
During the module a session on learning difficulties followed by an assignment will give the trainee an opportunity to further their understanding on the learning difficulties they are likely to come across, an important part of the session was the signs of these difficulties this tool is extensively used in the classroom to give the learners the best experience possible. Different curriculum models are used to create the optimum learning environment. TS1301 gives the trainee teacher an insight into the different curriculum models, their strengths and their areas for development.
All teachers whether trainees or experienced practitioners, use a combination of models to base the learning experience upon. Trainee teachers should be aware of the theories that they base their own models on. The main theories Behaviourist, Constructive, Humanistic and Alignment are used to complement each other and in order to maintain a healthy environment it is important to use all the different theories. On top of these there is also the hidden curriculum. ‘’Educational institutions are fundamentally about learning.
It follows that one of your duties as a teacher and a classroom manager is to review your curriculum at regular intervals. ’’ (Reece and Walker 2003 p193) A trainee teacher should keep the intervals short and constantly adapt their approach to curriculum models. Bibliography Reece I and Walker S (Caroline Walker-Gleaves) (2003) Teaching Training and Learning a practical Guide 5th edition Sunderland Business Education Publishers Petty G (2009) Teaching Today, 4th edition, Cheltenham, Nelson Thornes Ltd Maslow A (1954) Maslows Hierarchy of needs
