Winnie Eldama Arobo - Level 3 Award in Education and Training

Task 1

LO 1: Understand the teaching role and responsibilities in education and

training

U1 AC 1.1 - Explain the teaching role and responsibilities in education and

training.

I currently work as the company trainer for a large medical and dental franchise
throughout Uganda and East Africa, the subjects I teach range from Customer Care,
Infection Control, Food Hygiene, and first aid to Fire Warden and Occupational
Safety.
To be successful in my role, it is important for me to be an effective facilitator, it is
imperative that I can create and maintain an environment which is conducive, makes
my learners feel comfortable and safe and promotes a positive learning atmosphere.
This approach is based on the theory of facilitative learning (Carl Rogers 1983).

Rogers theory suggests that people have a natural desire to learn and a result of
learning will be a change in their own perception of themselves. Rogers theory puts
forward that the facilitator should concentrate on the relationship between the
teacher and the learner and not purely on teaching.

The learning cycle is described by Ann Gravells (2008) describes the teacher’s role,
responsibilities and boundaries as consisting of 5 stages:

1. Identifying Needs - In my current role my employer expects that through the

delivery of appropriate training that all staff achieve the appropriate level of
theoretical knowledge and practical skills to satisfy the requirements of both
the company and the Health and safety authorities.

Recognizing the needs of my learners; a group of learners will be made up of

people who may well have differing preferred styles of learning, to facilitate
effective learning it will be necessary to ensure that each of these different
learning styles is addressed within the group.

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Winnie Eldama Arobo - Level 3 Award in Education and Training

U1 AC 1.1

Explain the teaching role and responsibilities in education and training

continued.

The three main styles of learning are described by Fleming (1987) as being;

• Visual – a practical demonstration of an act or activity

• Auditory – telling / describing an act or activity

• Kinaesthetic - learner doing an act / activity

2. Planning & Design - In order to successfully plan and design any lesson I
must be fully aware of the learning criteria set by the awarding body, for
example, the level of competence and knowledge required by a learner to
achieve the relevant award level. Also as part of the plan and design stage I
need to establish what materials, teaching aides and resources are required
and to ensure their availability.

3. Facilitating / delivery - Having completed the stages described above, I am

now ready to deliver the lesson, as is often the case learners will either not
know each other at all, or, will be vaguely familiar with each other.
I generally find that it is good practice to employ an ‘ice breaking’ exercise,
there are many examples of ice breakers, my choice of icebreaker depends
upon the subject being taught and whether the learners are novice or on
refresher training. One of the more common icebreakers I have used is
‘BINGO’. The purpose of the ice breaker is to establish a more relaxed
environment, and for both the learners and myself to become a little more
familiar with each other.

Having broken the ice, I find that this presents a good opportunity to establish
ground rules, with adult learners it can often work well to negotiate mutually
agreeable ground rules; however any legal requirements, such as health and
safety procedures are not negotiable.

The lesson can then be delivered in a manner that incorporates, as far as

possible the 3 main learning styles.

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Winnie Eldama Arobo - Level 3 Award in Education and Training

U1 AC 1.1

Explain the teaching role and responsibilities in education and training

continued.

4. Assessing - When delivering first aid training I am able to check learning at

frequent intervals throughout the course. I achieve this by presenting the
opportunity for learners to demonstrate their understanding and competence
through either practical demonstration of their skills, through a process of
question and answer or indeed both.

5. Evaluating - In order to evaluate the achievement of course objectives I will

hold individual meetings with learners, I also provide an evaluation
questionnaire which gives the learner the opportunity to evaluate the course
anonymously if desired.

Evaluation is a vital part of the learning cycle, it is an opportunity for me as an

instructor to identify areas of weakness allowing me to respond, improve and
develop as an instructor.