Unit 2
Unit Introduction
In this Unit I demonstrate both my pedagogical understanding of teaching, learning and assessment in education and training, as well as my practical teaching experience. Since beginning my DET level 5 course, I have started a placement as a trainee Functional English teacher and TA at London College of Business Sciences (LCBS). With ongoing experience tutoring in English, MFL (Modern Foreign Languages) and translation, I offer my one to one services to learners of all ages and abilities, thus encapsulating my dual professionalism. Other than possessing a handful of pertinent skills for becoming a competent teacher (such as strong interpersonal communication, patience and tolerance), I became determined to prove to those who had previously left the teaching profession that there is hope and that without teachers, learning would not be as effective, with the threat of full-time distance learning becoming ever more present. I truly believe that face to face student-teacher interaction cannot be replaced and I have started to equip myself with the tools to face every challenge possible that may come my way across the education sector. I have worked to adapt my teaching and learning strategies and resources in my teacher training to meet the diverse needs of my learners, whose progress has been monitored continuously through peer and self-assessments as well as from their feedback. I finally conclude by evaluating and reflecting on my own teaching performance through self-assessment.
1.1 Analyse own role and responsibilities in education and training
It goes without saying that teachers can have a major impact over a learner’s life, far more than purely guiding them to pass their exams. Teachers must work to challenge their learners’ thoughts and behaviours as well as to shape their values. Best and Dover (2006) made a valid point that in the hustle and bustle of the 21STcentury working life, ‘teachers are spending more face to face time with young people than their parents do’. Having spotted the sense in this, I feel it is fair to argue that (proficient) teachers are primarily role models.
My ultimate responsibility as an educator is to motivate my learners in order to develop their aspiration and ability to learn. Amongst my duties as a TA, tutor and trainee Functional English teacher, I am undertaking many of the responsibilities a qualified teacher would take on. Some of these require me to: prepare Schemes of Work approved by the Head of Department) plan for differentiation ( catering for learners with special needs); maintain order and good discipline among pupils; safeguard their health and safety; setting and marking work to be done in college and for homework; liaising with the Student Welfare regarding pupils diagnosed with or suspected to have special educational needs; writing ILPs (Individual Learning Plans) for my 16-19 year old learners and other adult learners wishing to construct one; providing a stimulating working environment in the classroom, attending staff meetings to discuss curriculum, pastoral and other matters (See Appendix 1 for a printed description of my roles and responsibilities).
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
As stated by Gould and Barentsen (2014:7), whilst there are some subject-related legislations, a vast amount of legislations do apply across the FE and Skills Sector. They also mention a typical example of an employee/trainee regulatory requirement to hold a current DBS (Disclosure and Barring Service). Within the teaching profession, there are numerous legislations that all teachers and connected staff must abide by. One governmental Act which is of particular relevance to me in my practice is the Equality Act (2010) of England, Scotland and Wales which requires that the rights of individuals are respected in order to protect personal characteristics such as race, religion or belief, gender, disability, sexual orientation and age. First and foremost, I often feel the need within my practice to remind my learners that equality in education is not about treating everyone the same; it is about giving everybody an equal opportunity to learn. For example, for certain moderate to severe dyslexia students, an assistant can be present to read out questions in summative or formative assessments. A student without a documented medical learning need, shown in their ILP, however, cannot expect the same treatment.
Furthermore, The Data Protection Act (2003) made provision for the regulation of the use of an individual’s personal information, having been amended from the same 1998 Act to take into account electronic data. I take this very seriously given that I work with learners of all backgrounds and learning needs, therefore I am inclined to respect their privacy and not disclose unwanted personal information with non-professionals/staff without their knowledge and consent.
The Health and Safety at Work Act (1974) is a regulatory requirement which outlines the procedures for all employees working within an educational organisation to follow in order to protect the safety of people in the building. In my current practice, this can often mean that a risk assessment must be undertaken to enable an activity (other than teaching) to take place, so as to ensure the safety of those taking part in it. Also, fire exits and extinguishers should be pointed out by relevant staff in the building, as well as through signposting on the walls. Toilet facilities should also be easily accessible and the educational institution should guarantee a minimum number of First Aiders etc. Prior to beginning my placement, I have undertaken a full Healthy and Safety induction and I myself made sure to ask my learners whether they had received one too.
1.3 Analyse the relationships and boundaries between the teaching role and other professional roles
Teachers do not only interact with their learners. They equally have to maintain a civil relationship with other professionals in the workplace. Given that I work in a college and therefore regularly liaise with other internal professionals (namely teachers/tutors/TAs/admin/Student Welfare Staff), it is of utmost importance that I respect the work that they do and acknowledge that we all have the students’ best interests at heart. It is, equally necessary to praise the many duties that non-teaching staff such as cleaners, cooks, secretaries and curriculum managers carry out. For example, whilst I can’t guarantee I will be available to find cover if I am off sick, I know that my staff supervisor can be consulted to organise cover, even for a class which has a small number of students, so that nobody’s learning is compromised.
There are in fact cases that arise where I am not qualified enough or lack the knowledge to make a decision that would ensure the safety or wellbeing of my students. In these situations, I call upon a professional in that field. For instance, I would seek an electrician or an IT technician if ever there were electrical faults with appliances such as plug sockets or a lightbulb fuses. As one of the core personal and professional values that I try to uphold, integrity plays a key part in accepting responsibility for any minor incidents resulting from my lack of expertise outside of teaching. For example, if any equipment was damaged in the classroom I teach, and it happened to be my fault, I would always report it. Forward planning will reduce the likelihood of having to call on those professionals again in an emergency situation, as well as having a customary maintenance schedule.
In the context of teaching, one could argue that a teacher must be bound to their role as a professional. Without boundaries in place across schools and colleges, there would be a lack of structure and little discipline, which could also lead to situations being misinterpreted. In terms of boundaries between myself and other professionals, I must respect that other professionals have their own commitments so it is also up to me to be self-reliant and take control of my lesson plans, schemes of work and the safety of my classroom. I also educate myself on how to use certain classroom equipment if there are no internal experts. For instance, I regularly must use the overhead projector so I’ve consulted a manual, as well as for using an interactive whiteboard. In terms of upholding the value of the teaching profession, I make sure that I use appropriate, formal language with other professionals and I don’t let personal judgements and assumptions about a student’s character or personal issues interfere with their access and right to learn.
1.4 Describe points of referral to meet the needs of learners
Whenever I am faced with a new student in my class, I make it my duty to construct an ILP within the first few weeks of enrolment as a first port of call for addressing particular learner needs and goals that each individual may have. From my experience so far studying and working in the FE sector, I’ve noticed that it is not unusual for learning difficulties to be discovered in the late teens/ to develop throughout adulthood. In additional to my TA role, as an experienced one-to-one tutor, I always fit extra time into my weekly timetable to tend to those students struggling to keep up with their homework. This could even be during a lunch break or arranged during the evening if that learner has work commitments. Learner support should be arranged to cater for special educational needs as soon as possible. Amongst some of the specialized e-learning tools for foreign languages that are in existence, I have compiled a list of recommended phone/computer apps that can be downloaded as an alternative for those learners who tend to frequently forget to bring their own hard copy resources e.g. dictionaries/ thesauruses /grammar books or simply dislike carrying heavy books. For many of my younger learners (16-19 years old), e-books are a preference as many of them report of struggling to finance for multiple textbooks for other courses.
As a TA and tutor, I have a duty of care towards the students attending my lessons and must be open to listening to those seeking advice from me. If a student were to inform me of a personal issue they were having, i.e. a regarding a family dispute or a mental/physical illness, I would assess the situation and consider passing on their matter to an appropriate internal service such as the Student Welfare officer, a pastoral care provider, or external service. For example, several external services that could be contacted are CAMHS (Child and Adolescent Mental Health services), therapists, the Samaritans, doctors, the NHS website etc. Another reason for referring a student to another professional is if a student’s continuous absence started to cause their attendance rate to slump well below the average expected without any explanation. In such a situation, I could liaise with internal services like student welfare, the finance department or Human Resources in regards to potentially stopping funding their learning. In terms of persistent lateness which causes disruption to the class and causes them to miss chunks of work, I may also speak with staff admin to suggest the student attend the course on a different day if this resolved the problem and for me to offer catch-up sessions for small groups.
2.1 Explain why it is important to identify and meet the individual needs of learners
All learners must be individually assessed from the onset, in order for teachers to address any potential learning needs. There may be learners with visual impairments/blindness, hearing or mobility difficulties which should be disclosed to their teachers/ learning support assistants (LSAs). Cultural factors may even have an impact on learner concentration, for instance, if one happens to be fasting for religious reasons, so there is a possibility that performance could drop. Taking into consideration all of these aspects of learner differentiation, Petty (2009:587) states that differentiation can be summarised as ‘adopting strategies that ensure success in learning for all, accommodating differences of any kind’. There may be other learners that require support, such as dyslexics who may require handouts on coloured paper. Moreover, those learners whose first language is not English may well require help from a TA or simply need additional time to complete the tasks set due to weaker literacy abilities.
In respect of learning, intrinsic motivation (BBC, 2012) stems from an internal force, for example taking an interest in learning a language or a general desire to further one’s personal development. Contrary to this is extrinsic motivation, which is derived from external pressures such as a requirement to speak English for work purposes or if a parent/guardian has sent their child to extra tuition, much to the unwillingness of the child. Often high-achievers demonstrate a high degree of intrinsic motivation since they carry on learning a language beyond any practical need. Saying this, sometimes learners who join a course/engage in tuition due to extrinsic motivation can gradually become intrinsically motivated as lessons start to feel both enjoyable and rewarding. In particular, I am observing that in the FE sector, there is an increase in older learners (within the 60 plus bracket) opting to study a language for personal pleasure or due to relocation abroad post-retirement. For this reason, I often anticipate a greater ratio of learners using hearing aids, therefore I plan with my practice manager/ head of department to include sufficient specialised audio equipment e.g. loud speakers, modern CD players to establish an adaptable and inclusive learning environment.
2.2 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals
In education and training, an initial assessment should primarily ensure that learners are on the right learning programme (for their age and ability). Usually, it is easy to confirm this by asking prospective learners to show certification evidence of past education, qualifications or even a C.V to see if they meet the entry requirements for the course. It also aims to detect the exact point at which a learner ought to commence their learning journey. It, therefore, plays a crucial part in the process of agreeing on individual learning goals. As for my more mature adult learners, the relevance of Functional English (with Functional Skills in mind as a whole) is more clearly understood given that many of them combine my course with a vocational course. As a result, they tend to be more willing to learn and seem more motivated. However, it is worth taking into account that for certain courses in Adult Education, the initial assessment that has been set may in fact be below the level of what is expected. Therefore, I feel it is important to give learners a realistic expectation of the course. This can be done by inviting prospective learners to an induction programme before enrolling onto a course.
The diagnostic assessment is carried out after the initial assessment and will highlight particular skills that the learner possesses. It equips teachers with the relevant knowledge to gauge an individual’s strengths or weaknesses. This information can then be included in the student’s Individual Learning plan (ILP) so that it can be addressed as necessary throughout their course of study. Within most ILPs, SMART objectives (Specific, Measurable, Achievable, Relevant, Time-bound) ensure that the learners continue to develop and maintain continual progress. SMART objectives are manageable goals for a learner to achieve within a set timeframe. This gives the learner a sense of accomplishment, allowing for self-assessment to take place. It can also prompt them to construct a revision plan ahead of summative assessments. In Further Education, the BKSP Test (an online skills assessment) can be used in assessing a learner’s Maths and English competence in more detail and at a free cost. However, it must be viewed as an aid and not as a unique tool that will on its own support learners right through to the summative assessments set by their course/curriculum managers.
2.3 Use methods of initial and diagnostic assessment to agree individual learning goals with learners
As mentioned in Q.2.2, the initial assessment helps to ascertain what stage or level a learner is at prior to beginning a course, what their motivations are and enables the teacher/ tutor to set targets accordingly. The first step I would take is to lead a phone/face to face interview in which questions are asked about the personal reasons why they wish to study Functional Skills. I use fairly standard initial assessment methods such as questionnaires, tick-the-box answers plus short writing tasks in which I also incorporate elements of the minimum core (English, Maths and IT) to highlight any areas of weakness. This is especially useful to know about my 16-19 year old learners, some of who have felt pushed/under pressure to take up the course in the first place, often due to under-achievement at school.
In terms of the diagnostic assessments, if I am still doubtful whether a student is on the right course for their needs, I usually set longer (1 A4 page) written tasks for my diagnostic assessments which could be a free writing topic or argumentative letter. This is a subtle way of getting me to assess their writing ability as well as their expressiveness from the onset through them describing their motivation and enthusiasm. Then, I see if we can meet somewhere in the middle by mutually setting agreed upon SMART goals.
2.4 Record learners’ individual learning goals
In regards to recording learners’ own goals, Keeley-Browne (2007:162) firmly believes that all institutions should contain: a student record (whether full time or part time), planning and tracking of skills, initial assessments and study support, pro-formas for self-assessment and a tutor log to record discussions and reviews in relation to set targets. I personally have constructed an Individual Learning Plan for a tutee of mine who is an Italian native speaker living in the UK for the last 4 years. She had taken Functional English Level 1 earlier this year and plans to pace herself to complete her Functional English level 2 next year. She approached me as a tutor, with the hope of improving various aspects of her English language proficiency, but especially her speaking and listening skills for advancing in her career within the health and Social Care sector. She also expresses wanting help with her writing constructions and spellings for personal reasons as her writing sometimes shows influences from native language. Equally, she wants to be able to help her three-year-old child more with his English development, before he begins reception class next year.
(See Appendix 2 for a copy of an ILP I have constructed)
3.1 Devise a scheme of work in accordance with internal and external requirements.
(See Appendix 3 for a scheme of work for English Functional Skills and Appendix 4 for a Scheme of Week I follow as a tutor of a few English GCSE and Entry level English students).
In my practice, I have generally been referring to the guidelines and format of the Edexcel Functional English courses to ensure I meet the right criteria for Functional English Level 2. Whilst not all of my learners have taken their Functional English level 1 (an entry requirement for level 2) through the same exam board, those who have are familiar with the criteria and formatting of assessments, and can therefore navigate easily through the Edexcel English Level 2 textbook I recommended to them. In regards to meeting both internal and external requirements, I fit in typical elements of the Minimum Core (English, Maths and IT). When creating my scheme of work, I drew inspiration from a selection of teaching resources such as books, online websites, education journals, etc. Among my go-to websites for inspiring content and materials are: Axis Education Functional Skills, TES Resources, Teachit Languages, Teaching english.org, TeflTastic, Pearson Edexcel Functional Skills and for GCSE English I consult Mr. Bruff and BBC Bitesize. I am confident in my ability to guide my learners step by step to achieving their Functional Skills English certification and qualification by satisfying the external requirements of the Office of Qualifications and Examinations Regulation (Ofqual).
3.2 Design teaching and learning plans that respond to:
‘ the individual goals and needs of all learners
‘ curriculum requirements (See Appendix 5)
The Tomlinson report (FEFC, 1996:12) suggested that the process of learning, and assessment be redesigned so as to fit the aims and learning styles of the Learners. I have designed a number of teaching and learning plans that are inclusive to all of my students, bearing in mind certain learning preferences (e.g. VAK) , and incorporating various elements of the minimum core, including Maths, English and IT to address precise learner needs or weaknesses. Inversely, incorporating aspects of the minimum core has helped to highlight clear strengths, for instance I’ve discovered through a diagnostic assessment that one student is an IT ‘Whiz’, so I know that this particular skill could be used to his advantage invarious technological industries. Equally, I considered that this learner would be potentially helpful to his peers in group PowerPoint presentations and with Excel spreadsheets.
I demonstrate my loyalty towards the curriculum by structuring my lesson plans around the Observed Curriculum in order to meet Ofqual and QCF standards. To meet curriculum requirements, I devised my lesson plans by steering more towards the observed curriculum, ensuring my lesson content has a clear beginning, middle and ending i.e. setting out clear lesson objectives and learner outcomes as well as highlighting approved practices such as register taking, time management, differentiation etc.
3.3 Explain how own planning meets the individual needs of learners
‘The key to success is preparation’. This world-renowned saying from Alexander Graham Bell applies extensively to the crucial planning and preparation needed as a teacher, even more so as a trainee teacher. No matter what the level of expertise is, it’s not viewed as very professional nor advisable for a teacher to simply walk into a class ill-equipped, open their mouth and ‘just teach’. Nor are they promoting inclusiveness by instructing the whole class to open their books to a set page and read for a lengthy period of time. As a homework task, however, I would set core reading on a weekly basis and in order to ensure that all of my learners ‘needs are incorporated into my lesson plan, I always read through individual ILPs so that one way or another I maximise the chances of learner engagement. Depending on who will be present in my classes, I may decide to alter my teaching style. For instance, for those of my students with ADD (Attention Deficit Disorder) or whose memorization abilities are not as sharp as the other half of the class, I speak a little slower, louder and repeat factual information a several times throughout the lesson. This gives them a better chance to retain the information I relay.
Furthermore, when I am tackling a particularly complex topic, I teach slightly less content one lesson and instead allow more time for self-refection and discussion via group work. At the end of the lesson, I set aside a time of around 5-7 minutes for a quiz or a question and answer session with the aim of challenging certain students and cold-calling those whose participation had been particularly poor in the previous lessons. Another strategy I use to ensure enough time is given to my learners with weak literacy skills, is to either plan one-to-one reading time whilst a group discussion is going on, or request that a TA be present in the lesson. For one of my deaf learners who attends my French classes, I facilitate a lip reader or sign language assistant whenever possible to help out when I teach phonics and I always have a transcript for that pupil when a listening exercise is taking place on the CD Rom/ online audio practice. There is always a TA without exception to assist a few of my partially blind pupils in order to guarantee their physical safety as well as assisting with typing/writing sentences on their behalf as they dictate their ideas.
3.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners
Teaching and learning plans are a thorough account of the learning that students will undertake throughout a course. In the world of teaching, it is prudent for all teachers, trainers and TAs to brace themselves for the unexpected. This really means that, they should come prepared with teaching and learning plans with differentiation in mind and to anticipate that at one point in your career they will likely come across learners who are uncooperative or even rebellious for a number of reasons. Whilst a teacher is not allowed to pry into the life of a learner due to laws on confidentiality, it is advisable that a teacher only steps in and investigate if the education they are receiving doesn’t seem to be making any positive impact in the life of a learner.
My learning plans religiously incorporate the main VAK styles to highlight from the start of term any preferences students may collectively or individually hold. After each lesson, I self-evaluate through my own personal notes to prompt me on new possible teaching methods I could use next time in order to gain a more accurate understanding of learner support needed. I record my learners’ progress based on their engagement and completion of class tasks via a plan, review and assess booklet whereby all the students’ current knowledge and progression are noted down, consequently helping me to plan appropriate activities for their next class.
For students who are particularly ‘ahead’ academically, fast learners or those who are speedy finishers, I set extension tasks throughout the class. As for my students who require extra time in exams, I give out an extension task usually consisting of quiet reading so that those learners needing extra time can complete their practice exams in quiet, whilst still feeling like they are in exam conditions. Whenever I plan for class work to be handed in at the end of my lesson, I do give an exemption for those with ongoing difficulty completing tasks provided that I can photocopy what they have written so far and allow them to finish off the rest for homework.
One strategy I use in a lecture to ensure I have everybody’s attention is to move around the room close enough to see whether my learner is engaged and spotting any distractions e.g. if they are secretly listening to music and whether they have actually been taking notes on my lectures. When I spot a person sleeping, I directly ask that learner or ask their peer if they are ok in a discrete way so as not to startle them. When the napping becomes constant in my classes, and it impacts negatively in their class productivity, I can’t simply assume they are feeling tired or bored. I use breaks as an opportunity to ask the learner in person in case there are underlying issues.
Furthermore, I am understanding in that not everyone who listens can multitask and take notes at the same time, and in such cases, I am always at the learners’ disposal to slow down the pace of my discourse and allow extra writing time if needed. I also accept note taking if it’s typed on an iPad/laptop or even recorded using a voice recorder application. Learners with sensory problems/ dyspraxia/temporary hand injuries do heavily rely on memos and recordings/podcasts for notetaking. For Functional English, handwritten answers are required in summative assessments so I strongly encourage this in class activities too for those learners who are perfectly capable but just ‘lazy’. Whenever I notice my learners’ notes are clearly illegible, I address the problem by offering a one to one session to improve on this. The common expression about teachers needing ‘eyes in the back of their heads’ is suitably appropriate and I therefore always position myself facing the class except when I’m doing a presentation, where standing side-on ensures I’m not blocking the whiteboard.
3.5 Identify opportunities for learners to provide feedback to inform inclusive practice
Permitting self-assessment enables learners to provide feedback on their own learning, class participation and development. According to Petty (2009), self-assessment outlines the major areas which need to be worked on and also enhances knowledge and skills among the learners. Learner feedback should always be acquired orally at the end of the very first lesson, at the end of each unit/module studied and at the end of the whole course. This can be done by asking outright what students liked or didn’t like as well as anything that was challenging. Course evaluation questionnaires can be carried out at the end of each unit or the whole course. Learner feedback, therefore, becomes a sort of assessment tool for a teacher or tutor. One-to-one feedback opportunities can be arranged outside of the educational institution, via telephone or on skype.
According to Gravells & Simpson (2010), the learners’ feedback is more constructive than that of a teacher’s or trainer’s as learners are encouraged to be as open as possible to focus on negatives as much as positives, with the option of answering anonymously so as not to hold back their views. This could also be communicated verbally to other staff members/teacher colleagues e.g. the head of department, or administration. Alternatively, an informal discussion can be carried out among the students, in the absence of the teacher, then a class representative could be elected to speak on their behalf and feedback to the teacher or course director.
4.1 Explain why it is important to promote appropriate behaviour and respect for others
The most competent of teachers, as explained in Q1.1 of this report, do so much more than solely teach and relay academic information. In practice, a good teacher wears so many different hats, meaning that they encompass a number of roles. In regards to promoting appropriate behaviour and respect for others, I believe that as a teacher I need to behave and present myself in an exemplary fashion, to fulfil my role model duties. In the context of learning, a pupil’s behaviour can be assessed through observing the way they act towards others, as well as their attitude towards learning. As a Trainee Teacher, I must lead by example i.e. not being judgemental, treating everyone as an individual, listening to other points of view and being considerate towards others. In essence, instilling such good manners in my learners should help to make them better citizens in the future.
If there is a class disruption resulting from bad behaviour, it must be handled immediately and professionally to minimise the impact it may have on a learner’s wellbeing or ability to concentrate. If an incident calls for physical involvement to separate a physical fight, I would refer to the restraining order to prevent either student from suffering physical harm and to best avoid any flying fists/other limbs hitting me. In accordance with the controversial behaviour policy ‘zero tolerance’, promoting appropriate behaviour and respect for others in the classroom can be easily done through setting the ground rules, without which effective learning cannot take place. Ground rules put boundaries in place which help maintain a safe environment in which learners can safely work and learn.
Unlike in the Primary School sector, negotiable rules can be more easily discussed amongst adult learners, sometimes when the learning environment may differ from the norm e.g. an outdoor field visit may allow students to break free from their usual seating plan and get away with chatter. Nonetheless, there are a handful of basic rules that are followed as a standard across most education institutions. These may include dictating set lunch times and breaks; disallowing food and drink in certain environments e.g. in a library or IT lab; prohibiting the use of mobile phones and having mobile phones and other noisy gadgets switched off or on silent mode.
4.2 Explain ways to promote equality and value diversity
Tying in with my principles on behaviour in the previous question, 4.1, it can be argued that without a good standard of behaviour demonstrated by the student, that student can’t expect to be treated in line with their peers. For instance, I will not tolerate constant class disruption, as it goes against my college’s policy on providing equal learning opportunities, in accordance with the Equality Act (2010), as indicated in their policies and procedures framework. To address disorder in a classroom, I assign two verbal warnings to students and a third would be in the form of a postal letter. If a student’s misbehaviour hasn’t improved, a referral can be made to other internal stakeholders, such as the head of department, principle and student welfare ‘Hands up policy’. Those who are vocal
One way in which I value diversity is through mixing up all students so that they don’t have the choice to sit next to their friends, ensuring that the students’ full attention is on the class activities, thus removing the temptation to chat about unrelated matters. I usually alternate seating plans in group tasks by mixing up students by level of ability, so that less able learners can get more help from their more able peers. As a TA and tutor, I thoroughly understand the value of individual support, so if I see a student struggling within a group task, I approach them and give them a few minutes of one to one assistance. I then circle around the room to check if other, shyer, individuals are ok since they tend not to give very clear verbal nor non-verbal indications of whether they comprehend a task or not. As a way of including everyone in a lecture, I try to break up a more complex topic into simpler terms for mixed ability classes, meaning I’m not always teaching at the highest academic level, thus making it easier to follow me.
4.3 Establish and sustain a safe, inclusive learning environment
It is imperative for teachers to foster an inclusive learning environment in which learners feel both safe and secure. This is especially important for learners who may have had negative experiences relating to the layout or general ambience in a traditional classroom. Referring briefly back to a theory addressed in my unit 3 report, Maslow (1970), mentions the importance of meeting students’ needs in order for learning to take effect: ‘That we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself’. In line with this theory, firstly I ensure the learners have easy access to refreshments and food. The college I’m working at provides water coolers, has an indoor cafeteria, microwave facilities and within a few minutes’ walking distance there is a Tesco convenience store and street food vans. As a trainee teacher working 6 hours or more on some days, by British Working time law, employees, trainees and volunteers, are entitled to a 20 minute uninterrupted break. I equally ensure that my lectures have a 30 minute/one hour lunch break if studying at the college for more than 4 hours plus a short 10-15 minute break if really needed. This ensures that my learners have enough time to recharge their batteries-take a breath, have a snack etc. so that their concentration and better productivity will be.
The delivery of my lessons primarily takes place in a classroom setting, with weekly sessions in IT labs and tutoring sessions in libraries. Regardless, I always ensure that health and safety checks have been put in place e.g.having a printed/electronic class register, fire alarms, safety locks on windows, equipment undergone a PAT (portable appliance test), and I would check that the corridors are not obstructed in any way. Whenever possible, I arrive around 10 minutes early to the classroom and check all the appliances are working, then inspect the level of cleanliness and tidiness, even though this is not a task outlined in my roles and responsibilities. Nevertheless, I have a duty to look after the well-being of my learners and am mindful of some of my OCD learners who work best when things are clutter free.
My learners are always made to feel safe to express their views without fear of ridicule. However, there are many different cultures and home languages spoken amongst the learners, I discourage the active use of languages other than Functional English lessons as it excludes those who are monolingual and can risk them feeling uncomfortable or even intimated by the various differences in tone, body language expressed. In addition, the purpose of my course is to communicate in English, so imposing this rule will help me know whether my learners are on track and focused on the learning, rather than private chit-chat.
5.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners
In practice, I use mastery and developmental tasks. Bloom’s Taxonomy (1934) as cited in Anderson et al, (2001) is used as a ladder allowing all students to climb up towards success. The tricky developmental tasks can be broken down into preliminary mastery tasks, followed by an easier developmental task. The mastery tasks should set the student on the right path for the developmental task. Students of all abilities can be given frequent developmental task, as even the most able learners can be stretched to the next level, without the need to be placed in a ‘higher’ group, as would be the case in primary and secondary schools.
In my practice, I work to showcase my subject knowledge and confidence through outlining technical aspects of the English language, as well as integrating English proverbs and idioms. My ability to relate directly to my learners’ experiences can be done through case study scenarios which match closely to their own profiles and also using analogies, drawing on my own experiences too.
By using regular teaching approaches and structured lessons, my learners know what is expected of them. For instance, my learners are more likely to be attentive throughout the entire class if they know that at the very end I will ask them to feedback on their classmates’ micro-teaching or presentations. In many of my English lessons, I use mnemonics, a type of Aide Memoire (memory aid) made up of acronyms for remembering lists, for example, when teaching key strategies for my learners to write and speak persuasively. A powerful one I use is FORESTRY (First Person, Opinions, Rhetorical questions, Emotive language, Statistics, Triplets, Repetition, You pronoun). To further appeal to the VARK learning preference, I sometimes accompany the acronyms with images and read them out in a sing-song way.
5.2 Analyse benefits and limitations of communication methods and media used in own area of specialism
Bransford et al (1999:194) highlight the essential role that technology plays in constructing learning environments which expand the possibilities of one-way communication media, such as television shows, movies, documentaries, and music into new areas. They found that such media can stimulate deep visualizations which can lead students to become involved in interactive learning, such as group discussions or in solving case studies. As a strong believer of audio-visuals being potent learning tools in my lesson, e.g. short videos, I know that technical issues, especially if the internet server is down, can sometimes get in the way of carrying out every single task as planned in my lesson agenda. However, I always compile a list of recommended websites for my learners to access outside of class for further reading and research. One precaution that must be taken when playing certain videos is to copy a link directly into the internet browser, rather than waste time searching for the right video title. Also, there is a risk of pop-ups appearing with content that is inappropriate for the eyes and ears of younger learners. This may well be viewed as unprofessional by regulatory bodies such as Ofqual and Ofsted as they may consider it a sign of carelessness or a lack of preparation.
In terms of communicating feedback via electronic means i.e. Skype video call/Facetime, I have found a few aspects to analyse. Online feedback is commonly done if a learner is going to be absent from their lessons for a while e.g. for personal reasons or even during reading week. One limitation of this is the fact that there is no tangible evidence/record of the conversation had between the teacher and learner, so the learner may well forget the comments given as the time goes by. Equally, the task makes sharing feedback with other professionals harder as there is nothing concrete to refer back to. In Skype calls, sometimes there are technical interferences or sound issues and therefore details of the conversation could be misheard and too much time spent adjusting the microphone, volume control etc. Nevertheless, from experience, I have found it to be a good morale booster and reassurance tool ahead of taking summative exams.
5.3 Analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners
Having observed a couple of my colleagues’ classes, I made note of the variety of resources used and for what purposes. The fact that textbooks are not provided in certain courses within the college highlights the importance of having handouts and worksheets. For certain topics which are lengthy and detailed I print double sided before the lesson begins and print only in black and white in order to be cost effective. I calculate the number ofprinted handouts I will need for particular tasks. However, there is a tendency for some of my learners to lose sheets of paper and opt to make photocopies during the lesson simply to avoid ‘lunch time queues’. Unfortunately this sometimes wastes time, disrupting my teaching and my learners’ learning. Another drawback of having handouts is that due to copyright reasons, sometimes only abstracts or short extracts of an online books or websites can be downloaded and printed.
The use of PowerPointslides, on the other hand, are an indispensable resource which I find have the least drawbacks. I make my font medium size so that there is enough space for pictures too and can be easily magnified using a zoom button. By keeping slide notes brief and mostly in bullet points, I am challenging active listening among my learners so that focus more on the accompanying oral explanations given and to spend less time just copying from the bored. In addition to this, I always make my PP slides accessible via the student portal for learners to help them torevise the key points in their own time.Also, there are some who often forget to bring their folders, so I encourage them to get into the habit of writing on notepads with dividers to be better organised.
For teaching Functional English, I provide supplementary resources such as audio transcripts for listening exercises, a few bilingual dictionaries for ESOL learners and a few English thesauruses and dictionaries from the college library for reference purposes. Blank paper is always provided in my classes for all my learners to draw mind maps and brainstorm ideas to promote analytical thinking. It is particularly useful for many visual learners who easily link words and concepts with images.
5.4 Use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners
It is part of inclusive teaching that all learners receive the correct materials and resources and for them to be carefully adapted so that everyone has the opportunity to follow their lessons. Schwartz and Bransford (1998:475-552) recommended the use of media in reinforcing complex concepts and that videos could be shown before a topic is discussed so that students are fed an image that they can then compare when the topic comes under discussion. ‘I could pause the DVD every time I asked them to do a specific task in class, for example: formulate a hypotheses,
Amongst my learners, I acknowledge that some of their needs are quite complex and cannot always be addressed in class due to time constraints. To counteract this, I offer optional tutoring sessions for these learners at the college in a small study area or alternatively in a local library at a convenient time for them. Before I set a short reading and comprehension task in class, I ask if everyone understands the task. By knowing my learners characters and needs, I know there are some who are too shy or self-conscious to ask questions in front of the whole class, so instead, if I notice no writing taking place, then I approach individual learners to ask if they are ok with the task then pair them up with a more confident learner to help them. During this time, I would then assist those weaker learners one-to-one with their literacy.
In terms of technology, for the sake of updating any students that have missed the previous lesson, I carry out a quick 5 minute re-cap on the previous session using Proprof or Quizlet, an online quiz website where teachers can create their own quizzes,whatever the subject. Blended learning is an innovative way of using technologies to study online alongside their classroom based course. micro learning, as a for o blending learning, enables learners can learn through bite-sized chunks at their own pace, often by watching online videos or tutorials.For example, some of my learners, feel the need to revise certain topics again which they hadn’t fully understood in the class, or who had missed a few lessons. For my learners who have mild sensory problems and dyspraxia who slow down the pace and accuracy of their typing, I encourage them to use a supportive text-to-speech software, ‘Dragon’ on their electronic devices to take class notes.
5.5 Demonstrate ways to promote equality and value diversity in own teaching
According to Spurling (199:44), ‘Individuals have to gain through learning collaboratively in appropriately structured and conducted groups’. This quote suggests that emphasis should be put on student-student interactions.Without learners being exposed to or interactingwith other people of different backgrounds, cultures and ability types, they are less likely to be tolerant individuals in the future. It is not enough to simply stick up codes of conduct and policies on the walls without explicitly explaining their significance and thenactively applying the principles.
One way in which I value diversity is by mixing up students of different ethnicities, religions, beliefs, genders and learning abilities duringgrouptasks. This can help tobroaden the learning experience as diversity is all about celebrating people’s differences. For example, everyone can learn an interesting fact about a different culture or perhaps discover one learner has had a rather unconventional upbringing. Moreover, I often use case studies of people from multicultural backgrounds and genders working in different industries to help inspire learners to reach high and realise that there are no limits as to what they can do and who they can be in their future career. Expressiveness is generally encouraged in terms of dress wear. LCBS holds an equality and diversity policy which is open to clothing e.g. burkas, rosary beads being worn for religious purposes.
One way in which I promote equality is that I never deny an individual with a physical disability the chance to learn with non-disabled students in compliance with the 2010 Disability Act. Due to this, I am always willing to make reasonable adjustments with my educational institutions e.g. arranging an LSA (Learning support assistant) or a personal/care assistant if they have mobility issues. In such cases, rearranging the seating e.g. grabbing a few extra chairs or moving tables and chairs to ensure there is enough space for everyone to be involved in group work and can see the whiteboard. In terms of timed informal class tasks I set, everyone has the same time frame in which to complete them, with the exception of the learners who are permitted extra time due to medical consent as per their ILP.
5.6 Adapt teaching and learning approaches and resources, including technologies to meet the individual needs of learners
To better exercise my learners’ listening skills, I often use online videos explaining topic on phonetics, regional accents and dialects. As a merit of my adaptability and flexibility in my classroom approaches, I am able to address unexpected changes in my learners’ attitude or behaviour towards learning, without steering away from the original lesson plan and still adhering to the course syllabus. When I set a topic to cover from the syllabus, I never change it. For example, there have been times where the hot weather had been so unbearable during the summer months that some were not concentrating and reluctant to learn. Whilst not every single student can be pleased, I generate a quick hands up question to view what the majority of student’s would prefer and so if most prefer to have the windows or door open, the other hot and bothered students must be able to cope with the mild noise pollution outside, in place of having the electric fans.
I often accompany my PowerPoint with related videos that link directly to the key bullet points on my slides. However, whenever the internet server is down, I simply go to my bank of downloaded video resources already on the desktop and find an appropriate video relating to that topic. When tackling more complex topics which touch on theoretical or abstract concepts Iuse a preparedanimated PPto bring these more profound concepts to life, bearing in mind to keep the amount of red used to a minimum due to a learner being colour-blind. I therefore resort to sticking mainly to a standard black font against a white or light background.
If time allows, I book IT lab time for my students to consult online dictionaries from my lists of recommendations-namely ‘wordreference’and the Oxford online dictionary. Moreover, I sometimes compile my own comprehensive term glossaries when introducing moretechnical terms/ jargon directly related to the course syllabus. Then, I sometimes group these technical terms into alphabetical order or by distinct spelling patterns e.g. words containing the same prefix or suffix. As a duaI professional freelance interpreter and translator, I even do demonstrations on using translation platforms and the Linguee online translation tool which some of my international learners have reported as being useful, especially when searching for idiomatic terms and phrases in specific contexts. For the oral component of my one to one French tutorial sessions, I voice-record myself asking typical exam-style questions and answers to send my learners an mp3 copy to listen to whilst on the go and answer. This also helps my learners to better reproduce the desired pronunciation. Additionally, I give the option of verbally recording my learners who want to seriously improve their accent in the target language.
5.7 Communicate with learners and learning professionals to meet individual learning needs
I am suitably aware of the way in which I communicate with my learners both collectively and individually. In class, I regularlyadjust my tone of voice for determined purposes e.g. using a higher-pitched tone when praising. If learners are not cooperating with the course or listening, I raise my voice blunt tone when being assertive or giving a warning. When going through different types of assessment questions, I verbally stress the words in bold or italics, especially the instructive verbs e.g. analyse, explain, demonstrate etc. Some learners are natural daydreamers and others have ADD so I make sure my discourse and approach is loud and lively, and that I use clear hand gestures when appropriate. In one to one literacy sessions I point more often to ensure they are following the text correctly and often draw quick mind map diagrams/ to help them with planning.
In terms of one-to-one tutoring, I still remain professional, yet I alter my accent and vocabulary according to age, region, and nationality to help develop and establish a bond, a sense of familiarity and ensure I’m understood clearly. For example, when tutoring individuals between the ages of 16-24, I use a particular sociolect and also tend to speak in my regional accent when teaching in my home county. With teenagers I also use more tag questions e.g. ‘Don’t we?’ / ‘Isn’t it?’/’Haven’t you?’as well as rhetorical questions, as a way of encouraging them to engage and reactmore to what I’m saying, especially those who like debating. Some older adults can find this approach and style of speaking patronising, preferring more to focus on concrete facts, therefore I tend to use more declaratives with them. For Learners whose first language is not English, I use Standard English, slow down the pace of my voiceand speak in simpler terms.
When communicating with professionals, I would respect the learner’s confidentiality and only discuss learning needs privately with the professional as well as via e-mail and flag the email and ensure there is a subject highlighted. If the matter was concerning serious student misbehaviour or lack of respect, I am likely to get in touch with the principle or student welfare to make the learner aware of the consequences. Independently, I would do my best to assist my learners in finding a placement by phoning up employers, especially if they really struggle to speak on the phone due to speech impairments/stuttering or lack of confidence speaking non-native language.
6.1 Explain the purposes and types of assessment used in education and training
According to Petty (2014): ‘Assessment measures the breadth and depth of learning’. First and foremost, an initial or diagnostic assessment will highlight a student’s previous skills and knowledge. This enables the student to see how much he/she can achieve during the course, and also fosters a more reflective approach to learning. This enables the teacher to effectively plan the lesson around the individual student’s needs.
Whenever I consult the appropriate curricula for my classes, I make sure to integrate monthly formative assessments in order to review the students’ progress and successes. As a result of this assessment type, I am able to provide valuable informal feedbackto my students which consequently enables me to self-reflect and evaluate the effectiveness of my teaching methods.
In contrast, the summative assessment takes on a formal format whichis either carried out at the end of an individual module or the whole course of study. Its main purpose is to measure the final achievement of students against set criteria from specific examining or awarding bodies e.g. AQA, Edexcel, BAC, ATHE etc. Summative assessments generate a final grade which reflects on the whole course of study. There is normally a recognised qualification with this assessment, along with a certificate of achievement.
In relation to the proximal learning theory, learners gain knowledge and input from each other and this is one of the productive ways of giving learner feedback. Group discussions are essential in a classroom setting because not only do they develop student-student interaction, but also they facilitate the teacher in evaluating the level of knowledge learners have acquired through sharing ideas and experiences.
6.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners
‘The most important advantage of self-assessment and peer assessment is that it makes students realise that success or failure depends not on talent, luck or ability, but on practice, effort and using the right strategies. This is motivating and empowering.’ (Petty, 2009). This reinforces the fact that all learners can learn from their mistakes and that with the right guidance, they will be able to actively correct those mistakes and make progress.
A typical limitation of summative assessments is that on -site examinations can cause unwanted stress and anxiety for some students as poor performance on the day of assessment could result in the overall failure of their course. This an unfortunate but not so uncommon scenario for even those students who are more than capable of achieving the minimum pass mark. Exam tips booklets, therefore, could aid in raising the confidence of particularly nervous individuals and advise on effective preparation before the ‘big’ day. In comparison to in-class assessments and in essay writing, the likelihood of cheating or plagiarism is much less due to the deployment of invigilators.
According to Clarke and Hattie (2009), ‘times when the class share their work are, in many ways, a waste of opportunity for self-evaluative thinking.’ In many ways, this view is true in that too much peer assessment of this kind in the middle of a class could potentially demoralise sensitive learners. To prevent nasty, inappropriate or unjustified feedback comments, a peer feedback protocol could be used to give learners guidance how to provide constructive criticism and praise. For example, a feedback sandwich to regularly adopt could be: (Good news) ‘This lesson you did well on this’, (bad news) ‘I think these parts should be avoided and (Good news) ‘Some ways you in which you can improve are …’, whilst justifying your opinions all the while. In addition, in peer assessments, a lot of online websites, including Google docs, can be used by students to create multiple choice quizzes for themselves and their peers. This is also a useful revision tool as well covering the same topics again before a summative assessment.
6.3 Use types and methods of assessment, including peer- and self-assessment to: involve learners in assessment; meet the individual needs of learners, enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current; and meet internal and external assessment requirements.
Peer assessment neatly involves all learners in assessments whilst self-assessments entail a learner evaluating their own performance. Peer-assessment and self-assessment both greatly help students with the crucial job of clarifying tasks, understandingassessment criteria, and other goals. Students can mark their work by comparing it with model answers from both real and mock tests; worked solutions; actual mark-schemes and ‘spoof’ tests (fake answers created by the teacher). As well as clarifying goals, studying exemplar answers help the students to develop a bank of diverse exam and essay writing tactics.
Check and correct tasks can be done in peer assessments provided that the correct version is either written up on the board or projected onto the PP. For vocab tests, I read out a word definition and expect the student to find the corresponding word (matching and labelling). Spelling tests, however, are assessed on a one to one basis, as many learners use their electronic devices which have spell-check features, thus it would ensure no cheating is taking place. Instead, I insist they write in blue or black pen to enable me to assess their handwriting. On a one-to-one basis I would mark the test myself, whereas I would write the correct version on the board afterwards for the purpose of saving time and also provide a handout. Assessments do not always take the form of a direct question. Through extensive research, Dillon (1982), argued strongly in favour of a tactical avoidance of questioning throughout discussions. Dillon, cited in Skinner (2010), elaborated on his pedagogy, claiming that a single, unexpected statement uttered by the teacher could trigger a discussion or debate which could account for a formative class assessment.
6.4 Use questioning and feedback to contribute to the assessment process
According to Gravells (2014), ‘Giving feedback in a constructive way enables learners to know what progress they have made, which requirements they have achieved and any action that may be required’. In my TA role at my current placement, I always have a set list of brief feedback questions which I structure in at the end of each lesson, presented on a PowerPoint (PP) slide. What’s more, if ever I am short of time to hear student feedback face to face, at the end of each unit taught, I conduct a 5 minute discussion/questionnaire through the online forum/ learning log and acquire feedback from students in order to inspire me to set them new fun and engaging tasks for the next lesson.
Sometimes I use scaffolding questioning, a questioning technique derived from Jerome Bruner’s Scaffolding learning theory (1969). This simply entails asking a string of consecutive questions until the student has acquired the exact answer-a closed answer to be precise. Typically, I utilise a lot of closed ‘yes and no’ questions, either picking individuals to give a quick-fire response (longer than 3 seconds would suggest uncertainty) or I request a class vote, adhering to my ground rules on raising hands and no shouting out of answers. In contrast with this, one strategy to ignite critical thinking and reasoning is to allow a few minutes of thinking time. This, in turn, helps to reduce hasty responses and random guesses. It is appropriate or the format of the ‘tirage au sort’ section of the English and French oral assessments, whereby the learner picks a topic out of a hat, a box or simply chooses a card without looking.
Moreover, ‘Buzz groups’ is another questioning strategy which I adopt, whereby students work together in small groups to answer a provocative question. When teaching, I would ask each group to take turn to contribute a specific point they discussed. A single volunteer would answer for their group. Finally, one of the more interactive and inclusive questioning techniques I discovered on author Geoff Petty’s website, is a ‘basketball’ version of Q&A nominees. This simply requires the teacher to nominate a student, who gives an answer, then asks another student what their thoughts were of the first answer, then another person will ask a different person etc. to gather a collection of answers. The teacher may even ask ‘who agrees with that answer?’ then nominates a student to explain why they agree.
6.5 Record the outcomes of assessments to meet internal and external requirements
To meet internal requirements within my organisation, I ensure that all learners’ assessment results are documented through any of the following formats such as a voice memo, handwritten teacher’s notes, typed notes, ILPs, or directly emailed to the learner and parents (if applicable), then later discussed in person with both learner and parent (if desired). More specifically, I personally check my learners’ application of the PTLS and their Progress against their SMART goals in their ILPs. I also observe how well my learners have evidenced good time management, meeting targets and submitting work on time. In addition to this, at my college I have permission to share formative and summative assessment outcomes with the Head of Department, and TAs at staff meetings and via the learner’s’ internally accessible e-ILP (electronic ILP).
Primarily, to meet external requirements, summative assessment results need to be shared with the awarding organisation for my course, as the official verifiers who will have the final say in the marks/pass rates of students and be accessible to remote assessors and observers. However, formative assessment outcomes e.g. from class group work tasks usually are not in the interest of such external bodies. Internally, I measure individual learners personal achievements and skills development against the 10 recommendations of the CAVTL (Commission on Adult Vocational Teaching and Leaning, 2003) and what I look out for most is whether learners can produce valid, reliable, sufficient, and current (first-hand) assessment evidence of work/voluntary hours /field experience completed. This is simply monitored on a log sheet. Some of my learners jointly studying a vocational course such as nurse training/ textile design, Health and Social Care etc. are also working or volunteering in that sector, so external verifiers/observers are called upon to give their judgment on the learners’ portfolio work, ensuring there is no biasness or favouritism going on.
6.6 Communicate assessment information to other professionals with an interest in learner achievement.
My learners’ achievements are automatically communicated to the learning programme/curriculum manager initially by an email written by myself and updated on the e-ILPs. Awarding bodies will receive a transcript of results for the summative assessments of my learners, weather Pass or Fail. Often, certain community projects on global matters that have been completed by my learners do gauge interest in local communities outside the college as well. The most well thought out and innovative projects could potentially bring about employer interest and even local newspapers/gazettes, some of which have a dedicated educational section. Other stakeholders I communicate with are some of the institutions themselves where my learners are doing their work placement. I therefore communicate both relevant summative and formative assessment results via email or in person and updating learner achievement on e-ILPs.
7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning
Embedding elements of the minimum core in teaching consists of developing literacy, language and numeracy skills along with vocational and other skills. As stated on the Skills development website by the DfES (QIA) (2008), ‘the skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and in work.’ The Government considers the advancement of Functional skills as significant in response to many employers’ concerns that adults and young people have not grasped the desired level for being able to read and write for multi-modal purposes to guarantee them work in diverse industries. These functional skills will help learners improve their personal skills, knowledge and understanding which will hopefully increase their career aspirations and to function effectively and independently in their daily life. They’re also a good learning tool for learners to engage confidently with one another, to problem solve in familiar and unfamiliar situations and to help develop personally and professionally as positive citizens who can contribute to society.
As part of the lesson planning process there are various ways in which minimum core can be demonstrated. For example, in my teaching practice I have learners for whom English is not their first language so it is essential to have an understanding of issues that arise when translating from one language to another. I avoid using colloquialisms when speaking to the class which would be difficult for the learners to understand, for example if referring to something being expensive avoid expressions such as ‘it will cost you an arm and a leg’ and I also avoid activities which include anagrams.
7.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning
Due to widespread technological dependency on IT (Information Technology) in today’s social and working environment, I ensure that my teaching sessions are conducted with minimum core elements such as Functional IT, thus fulfilling NVQ (National Vocational Qualification) standards in the FE Sector. In respect of this requirement, I use frequent PowerPoints, without doubt the resource which I find the most indispensable for me and my learners since it addresses the VAK learning preferences which I have made frequent reference to in this report. Also, I ensure full exposure to the whole Microsoft Word package, whether my learners are observing me use it in the classroom (with the projector/interactive whiteboard) or I set them homework to type up in a Word document. Whenever I set a project for my learners to do research on, I take them to the IT lab.
Alternatively, I do allow IPads in class for whenever the IT Suite/lab is unavailable. However, I make sure that certain age-inappropriate websites are blocked for all users as a number of my learners are aged 16-21. As a topic area in the Functional English Level 2 Curriculum, writing for different purpose covers formal writing, so I use Hotmail and Microsoft Word to demonstrate samples of good letters and emails to write to an employer. A useful link (Grammarly, 2017) was included in one of my PowerPoint slides in class to give tips on the best email greetings and send offs to employ when writing to employers/colleagues, and the ones to discard.
In regards to Maths as another minimum core, it is a common assumption that numeracy should only be embedded into arithmetic- based courses such as Physics, Economics, etc. However, what a teacher should recognise is that even for a simple activity, numeracy is required. For instance, during partner work I request that a student time their peer in preparation for class oral presentations. Also, I subtly incorporate basic mental maths to get students counting by ticking off a checklist of criteria, whenever I ask a student to head-count, or for the class to divide themselves up into partners, threes, fours or even groups larger groups of, 5 and 6 (provided that the class attendance that day is almost full). Most importantly, I strongly encourage good timekeeping and time management among my adult learners to ensure they meet targets and submit work on time (in accordance with exam board requirements as well).
8.1 Review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning, taking account of the views of learners and others.
Given that teaching is a process requiring planning, delivering and assessing, it is easy to make sense of Dennis Hayes’ viewpoint (2003:27), who claims that effective teaching means that ‘expectations are achieved, or indeed exceeded’. Ahead of every Functional Skills lesson, I ensure that all study materials are uploaded onto the student portal, through which the students will be able to download and access on their personal IT devices (desktop, mobile, I-Pads, and tablets). At the end of every topic or module, although my learners would be provided with new hand-outs in the next lesson, I advise the students to obtain a basic idea about the subject area before they attend the session. This works to challenge their intrinsic motivation (a theory covered in Unit 3) in that I am advising my learners to do research, but not overtly confirming it as a homework task.
In terms of my delivery of formative speaking assessments, when it comes to the prepared group discussions /role-plays or PP presentations, I make sure I always time the pupils’ individual speaking times. I am equally mindful not to ‘cut-off’ their train of thought /interrupt their argument unless they exceed the maximum speaking time by 50% or more. For learners who do struggle with time keeping, I give a speeding up cue. I always set the task of individual PowerPoint presentations between 5 and 10 minutes long for every new topic. What’s more, at the end of each unit taught, I conduct a 5 minute discussion/questionnaire through the online forum/ learning log and acquire feedback from students in order to inspire me to set them new fun and engaging tasks for the next lesson.
8.2 Identify areas for improvement in own practice in planning, delivering and assessing inclusive
Drawing on a couple of occasions in my lessons as a trainee teacher, I have made both mental and handwritten notes of why things didn’t go fully to plan. The first area of concern was about a couple of lessons with missing students. At the time I used Sch”ns’ ‘in reflection’ theory (1983) to help identify what problems could occur from the apparent reduced numbers. In my earlier classes I started off concentrating more on my teaching assisting duties, meaning my paper work handling e.g. register monitoring and distribution of handouts took more of a back seat. For example, I never did headcounts for the class participants and simply assumed that all those who were present before break had returned straight back and that all had signed their timesheets correctly. Whenever latecomers do arrive, I realise that I have the added task of filling them in mid-discussion. Additionally, as a way of remembering students’ names quicker, I sometimes write names on certain handouts and also write up a temporary seating plan on the board for group work and peer assessments, with students’ names on the board. This will help me personally to’put the names to the faces’ and also to encourage my students to remember each other’s first names and develop a better rapport.
With regards to timetabling and preparation, in a way I feel at a disadvantage in that on certain days a lesson takes place in the classroom right before mine, which puts me slightly behind schedule as the desktop requires setting up as well as the PowerPoint, plus the other teacher alters the layout of the seats and tables and doesn’t appear to ventilate the room. To combat these little glitches, I aim to pen a start-up activity in into my lesson plans on these days as a way of gaining time to prepare my main lecture.
On another occasion in which I chose a mini debate, at one point the learners went off topic. On reflection, I felt that I could have put more effort into controlling the noise level in the class and signalled better (through a raised hand gesture) for when the discussion should end. At times the pace of certain activities are quicker than expected due to fast finishers. I therefore plan to set more extension tasks in my lesson plans. With still another few terms remaining of my teacher training, I have already planned to attend a handful of Short and intensive CPD courses on Behaviour Management and Classroom Control to assist me in raising my confidence with actions such as gaining attention, asserting control and projecting my voice.