Professional Documents
Culture Documents
T1: Review what your role, responsibilities and boundaries as a teacher would
be in terms of the teaching training cycle.
• When each session is delivered, what condition the learners will be in, how
will it impact on their concentration and what kind of practical work will be
• How long is the term and are there any holidays, placements, visits and
other trips?
Having set out my schemes of work, I would then review them with my colleagues if the
setting out had not already been a collaborative effort. Depending on the circumstances
there also might be the opportunity to feedback to whichever body (or senior member of
staff) sets the syllabus, with new ideas or fresh perspectives on the course contents.
At this point I could give a clear insight into the courses I would be delivering and how it
would fit into the broader theme of being a learner, I would be able to use this in my role as a
spokesman for my subject area or faculty during marketing events such as open evenings
and school visits, again feeding back information about new areas of interest, ways of
getting better uptake of courses by analysing dialogue or questionnaires filled out.
In my role as a Tutor I will conduct interviews with prospective students myself, (or they may
be conducted by someone else) where I will be responsible for assessing whether they
which of my courses would be most suited to them, if they may need to carry out further
learning, either alongside doing the course or in preparation for it and if they require support
in regard to disability, finance, childcare or any other barrier that would prevent them from
fair access to the course. From this meeting and after enrolment an initial Individual Learning
Plan is agreed. Using the framework of my ‘Schemes of Work’ I will then use the
information from the Individual Learning Plans to tailor my lesson planning to the students
needs and strengths and encouraging improvement in their weaker areas, using Visual,
Aural and Kinaesthetic (V.A.K.) means, Making best use of their prior learning, promoting
equality and celebrating diversity.
Once students have started a course with me I would be responsible for their health and
safety, I would make them familiar with all aspects of health and safety relevant to
Photography Practice, and the policy of the college or institution, these are boundaries put in
place to protect all, providing a safe and supportive place to study and work. These would
also form part of the ground rules in my sessions, It would be my role to enforce them as it
would be to abide by them, examples would be to establish what is suitable subject material,
what constitutes correct handling of equipment , respect for others, no shouting, swearing,
no sexism or racism either in images or verbally. I would present this information as I would
with the rest of my course content using V.A.K. modes of teaching in as enjoyable a format
as possible, clearly setting out the aims and objectives. Personal boundaries would need to
be set out as I could well be teaching people of the same age as me, or anyone of 16 years
or older, fraternisation outside of contact time could be seen as favouritism or abusing my
position. Another important boundary would be to recognise the appropriate amount of help I
should give to an individual learner, assisting students to access relevant services in college
but avoiding inappropriate contact and making sure that my actions are not to the detriment
of my students.
I would strive to create a supportive learning environment for my learners while teaching
theoretical and practical aspects of photography, I would introduce each session with a
clear aims and objectives, assess what knowledge the group has of the topic, Sharing my
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I would also keep records on student progress, behaviour and performance (including which
learning methods stimulate them the most.) and use them with the results from both formal
and informal assessments to adjust my lesson planning not only during the session as it
happens, but fine tuning future lesson plans to match the rise and falls of student insight
into, retention and application of the subject. During this fine tuning process I would also take
account of my own reflections on the session, (Review) has my communication (spoken,
written or by demonstration) triggered the correct response in the learner? Have I listened
correctly and understood the students? (Feedback is only useful if it is understood,) In
addition I would consider input from my peers (assessment) as to whether my delivery and
the structure of the course needs to be amended during the period of its current delivery
(Present). At the end of the course I would use this information and the students’ completed
portfolios to assess and review what improvements can be made in the presentation of the
next teaching year cycle.
The principle of P.A.R. (Presenting, Assessing and Reviewing) is used on several different
forms, In my preparation to become a trainer, In my extended role as a spokesperson for my
subject or college and as a tutor within individual sessions, dealing with students and their
immediate interaction with the subject and my delivery of it, then again in preparation and
evaluation of courses I would run in the session to session cycle and during the yearly
teaching cycle.