Register to read the introduction…
My own ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for classes to start and finish promptly. I would reciprocate to the students /learners’ commitment to completing assignments by making sure that all marking is completed and returned in equally good time. Further rules to ensure students get the most out of their learning experience encompasses my making sure all have an equal voice when expressing opinions (General Teaching Council,
…show more content…
A student wishing to seek my confidence with a personal matter of that nature after hearing such a statement might be reluctant to divulge any information which could heighten that young person's risk.
To conclude this assignment has looked at the teaching/training cycle which may provide a cohesive structure where by roles, responsibilities and boundaries can be assessed and reflected upon. However, the issue of inclusion for students with special educational needs may increase the administrative tasks of the teacher thus restricting their time to provide quality material to the student's relevant subject. The structure of the cycle does not take into account that students may be experiencing personal difficulties at home.
However, according to the Training Cycle (2010) an understanding of the role, responsibilities and boundaries within the teacher/training cycle can remain core to achieving a greater understanding of the aims and objectives relating to development of the students and the course. …show more content…
Preparing to Teach in the Life Long Sector, Hampshire, The Magazine Company.
Clarke, A. (2006) Teaching Adult ICT Skills, Exeter, Learning Matters
Department of Children Schools and Families, (2010). Working to Safeguard Children, London, Stationary Office.
Feiler A and Watson D, (2010). Involving children with learning and communication difficulties: the perspectives of teachers, speech and language therapists and teaching assistants, British Journal of Learning Disabilities, 38 (2), p 13-21
General Teaching Council, (2009). Code of Conduct and Practice for Registered Teachers, Birmingham, Victoria Square House.
Gravells, A. (2010) Passing PTLLS Assessments, Glasgow, Learning Matters.
The Training Cycle, (2010). The Training Cycle Model available at http://thetrainingcycle.co.uk/index.php?id=5 [accessed on 26/01/2011]
Williams, J (2010). Workforce Remodelling, Available at http://www.teachernet.gov.uk/wholeschool/remodelling/bursars/Impactonremodelling/JudithWilliams/. [Accessed at
A student wishing to seek my confidence with a personal matter of that nature after hearing such a statement might be reluctant to divulge any information which could heighten that young person's risk.
To conclude this assignment has looked at the teaching/training cycle which may provide a cohesive structure where by roles, responsibilities and boundaries can be assessed and reflected upon. However, the issue of inclusion for students with special educational needs may increase the administrative tasks of the teacher thus restricting their time to provide quality material to the student's relevant subject. The structure of the cycle does not take into account that students may be experiencing personal difficulties at home.
However, according to the Training Cycle (2010) an understanding of the role, responsibilities and boundaries within the teacher/training cycle can remain core to achieving a greater understanding of the aims and objectives relating to development of the students and the course. …show more content…
Preparing to Teach in the Life Long Sector, Hampshire, The Magazine Company.
Clarke, A. (2006) Teaching Adult ICT Skills, Exeter, Learning Matters
Department of Children Schools and Families, (2010). Working to Safeguard Children, London, Stationary Office.
Feiler A and Watson D, (2010). Involving children with learning and communication difficulties: the perspectives of teachers, speech and language therapists and teaching assistants, British Journal of Learning Disabilities, 38 (2), p 13-21
General Teaching Council, (2009). Code of Conduct and Practice for Registered Teachers, Birmingham, Victoria Square House.
Gravells, A. (2010) Passing PTLLS Assessments, Glasgow, Learning Matters.
The Training Cycle, (2010). The Training Cycle Model available at http://thetrainingcycle.co.uk/index.php?id=5 [accessed on 26/01/2011]
Williams, J (2010). Workforce Remodelling, Available at http://www.teachernet.gov.uk/wholeschool/remodelling/bursars/Impactonremodelling/JudithWilliams/. [Accessed at