As a new tutor to the PTLLS roles, responsibilities and boundaries

As a new tutor to the PTLLS I want to reflect on my views of my roles, responsibilities and boundaries for these groups. 

As a teacher I have several roles, I am a guide, a facilitator, an assessor amongst other things. As a ‘teacher-as-learner I’m a reflective practitioner and delivering a class relating to the five aspects of the teaching cycle has led me to writing this post.

Identify needs
Despite having read the student files, meeting them for the first time is really important for me. When I was writing the questions for the Find Someone Who task I included a couple of questions about subjects and who had been teachers previously so I could use these in feedback and get a feel for everyone as individuals. After this task i was able to make a note of their subjects and get a feel for their motivations, this is something that can’t be gained from reading paper for me. 

As I took over delivery of the course only this term it was a very pleasant surprise to find the scheme of work (sow), lesson plans (LP) and resources already done and uploaded to the VLE. Planning a course with such a clear syllabus and assessment criteria is so different to teaching ESOL where every sow will always be different.
For planning I have responsibility for long term (sow, practicalities, assignment dates) as well as the immediate LP for each lesson. 

I feel I am even more conscious in the delivery of the PTLLS about modeling good practice in terms of variety of tasks, challenge, etc. I am very aware that this course is only 30 hrs, the CELTA trainees do these hours in the first 4 weeks and will have planned and taught twice in this time. This has reinforced for me just what an introductory course this is. Therefore in delivery it is my responsibility to encourage the trainees to reflect on the kind of activities we do and why. Assessor
It was very interesting for me on Weds eve when 3 groups asked the same question ‘what’s the difference between assess and evaluate’ linked back to my above comments on delivery I was keen to provide prompts and directed questions to help them to see the difference, and to check this both when monitoring the task as well as again in feedback. This is something I will draw on again in recap next week to further emphasis the difference and I want to think of a way I can highlight ‘assessment for learning’. 

As well as finding writing my blog useful for me I’m conscious that the trainees are asked each week to reflect on the lesson. I am therefore writing these also as an model that this reflection is something that needs to continue through their teaching career.
A significant event in class this week was when one trainee was struggling with thinking of roles and responsibilities for the deliver part of the teaching cycle as she had never taught. Firstly, it was good that she was able to approach me and ask, and after some guiding questions was able to complete the task. It also made me think about the organizations of the groups. This had been done randomly, but maybe the pairing hadn’t been the most successful. 

In terms of boundaries I want to talk about social media. Having set up the blog and shared my twitter name, I don’t want to be the one to be bombarding the blog with lots of additional information so have purposefully taken a slightly back seat in terms of instigating links or discussions. I have also been very clear that email is out of bounds for me, that they are to communicate through the blog or the VLE. So far this seems to be working. 

Breaking my role into these five sections has been interesting, and as the PTTLS is a new course for me I’ve found writing and reviewing this a useful task. 

Next, onto reflection and how this links with ‘deep learning’ 


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