Delivery
When everyone had arrived, the tutor requested participants to sit within the semi circle. Once everyone was seated the tutor talked over briefly of what they had covered in the previous session, including going over the group agreement made in the first session. The tutor asked questions, giving participants an opportunity to talk about and review what they had learned in the previous session.
Throughout the session the tutor used various methods of teaching. The first task was a game to allow participants to think about how communication can be non-verbal. The game required participants to ‘mime’. Some of the participants looked uncomfortable at first, until the tutor explained more fully and clarified that is was only to their partner not the whole group. She then went on to demonstrate what they needed to do by miming, asking the group to guess what she was doing. This seemed to put the reluctant people at ease and gave a sense of fun to the task. Using pairs, small group and whole group activities encouraged discussion and participation.
The last task for the participants was to set themselves a goal, in their pairs they would use the information discussed in the session to set a task to do at home with their children.
When sharing information about the subject, the tutor sat within the group, this I felt helped the group feel relaxed and also built upon their confidence to participate and the tutor valued their input.
The tutor gave information appropriate to the subject and also referenced her own knowledge from practice and own experiences. She backed this up with handouts with the key messages intended for the learning.
Participants were given opportunities for questioning throughout the session. They were encouraged to talk about their own experiences and share with the group examples that have worked for them.
Conclusion
The room was well set up appropriately for the purposes of the teaching. I am aware that as a tutor you need to consider how the room is set up to meet the needs as far as possible of the group and type of session.
Resources used were appropriate to the teaching; the tutor seemed comfortable and relaxed in how she presented the information and interaction with the participants.
‘Showing the ability to use language, style and tone in ways that suit the intended audience, and to recognise their use by others.’ Fento (1999)
The tutor took the time to involve everyone. Her body language and how she interacted within the group was positive and encouraging. She listened and prompted when needed, which in turn the group members listened to her when she was talking. This showed me that the teacher/learner relationship had been established and both respected each others input. I understand through my readings that feedback from students and teachers is an important part of the learning process; it helps reinforce learning outcomes for students as well as an aid for the tutor in assessing the learning programme and how effective the learning is.
The tutor was able to bring the group back to task when the discussion was going away from the intended learning. This also highlighted how organised she was and how well she kept to her timing on the lesson plan. The tutor did this without the sense of ‘cutting’ off the person. I observed the tutor, recognising when the some of the group felt uncomfortable in taking part in the game. She then adapted the way she explained what she wanted by demonstrating. This was a skill I felt I could use in my own teaching also how she managed her session, keeping to time is important, but I realise that there should be some element of flexibility built in to the planning. For example, having more activities or cutting out activities if time dictates and changing them to meet the learners needs.
I am also aware if students are to learn effectively without losing interest or the confidence it is important for the tutor to plan opportunities for the learner to plan, do and review their learning. The learning needs of the participants were planned well throughout the session; this was evident in how the session flowed. It was also shown by how the students interacted between themselves and the tutor. The use of discussion, games and group work helped prevent the group being talked at and become bored with the content of the session.
It is stated within Fento (1999) standards part d Managing the learning process,
‘ They must also consider how to provide resources for the varied approaches to teaching and learning and recognize, by forming effective working relationships with others…’
When the participants were working together without the tutor input, she made herself available by walking around and listening without being intrusive
I felt that going over the previous session helped build on what the group had learned in the last session, reinforcing information and a pre cursor to what would be covered in the current session.
At the end of the session the group were given a ‘goal’ task that gave participants an opportunity to reflect upon and practice at what was learnt in the session. This was a form of self-evaluation and an assessment to aid the tutor of how the learning outcomes have been met.
‘.., as a teacher, you should constantly be a learner, engaging yourself in continual development,….’ Reece I & Walker S, (2003 p367)
Observing an experience tutor has enabled me to reflect upon what is needed when starting to teach. I have concluded that it is important to be able to select and use the best learning and teaching methods possible when planning what you are going to teach. Be able to assess what you have learned and what your students have gained and adapt future planning to reflect this. I have also learned that you should be aware of the learner needs and differentiate appropriately when needed
Bibliography
Fellenz, R. A. & Seaman D. F. (1989) Effective Strategies for Teaching Adults, Merrill Publishing Co. London
Fento Standards (1999), Standards for Teaching and Supporting Learning in Further Education in England and Wales. London FENTO
Reece I & Walker S, (2003), Teaching, Training & Learning a practical guide 5th Edition, Business Education Publishers Limited
