James Barron

My first experience of teaching was in 2016, when I was asked to deliver a talk to a group of 16-year-olds on what it was like to start your own business. I immediately knew I wanted to become more involved in teaching but I didn’t know where to start as I had not previously considered a career in education. A few weeks later I agreed to teach a class of Chinese students from the Shanghai Technical Institute of Electronics and Information, who had travelled to the UK to learn English and Software Engineering, after that I was hooked. Within the next few years, I taught hundreds of students of many different nationalities, aged from 16 to 60, and from levels 2 to 6. I focused my time teaching with Bath University and Bath College for several more years until I felt a change was in order. For the last few years, I have taught remotely with several private training organisations, provided dedicated one to one coaching sessions, provided consultancy on teaching and assessment practices and written about my experiences as a teacher. I plan to continue with my current activities for the foreseeable future but I’m always open to new teaching experiences.

Student learning preferences

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VARK Learning Preferences

Along with a number of learning theories there is also the theory that students have different learning preferences. There are several different learning preferences, along with different approaches to interpreting and categorising these different preferences. It is important to deliver “a balance of learning activities in the sessions we deliver to accommodate the mix of … Read more

Why it is important to promote appropriate behaviour and respect for others

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question

Abstract This document emphasises the importance of establishing ground rules in the classroom to create a conducive learning environment. It begins by advocating for open discussion among students and educators to set these rules, illustrating the essence of mutual respect. Differentiating between non-negotiable and negotiable rules, the content underscores the significance of documenting these guidelines, … Read more

Why it is important to identify and meet the individual needs of learners

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Individual Needs

Abstract The process of identifying learner needs is a pivotal initial stage in the educational journey. Utilising tools such as questionnaires and interviews, educators can gauge students’ prior knowledge, learning styles, and specific requirements, from physical disabilities to linguistic barriers. Addressing diverse needs, ranging from health and disabilities, language barriers, emotional challenges, and cognitive abilities, … Read more

Key aspects of legislation relating to managing behaviours in a learning environment

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Law

There are several pieces of legislation that relate to the management of behaviour within a learning environment. Legislation such as United Nations Convention on the Rights of the Child (UNCRC), Health and Safety at Work Act and the Equality Act are broad in their specification but have a direct impact on the management of behaviour. … Read more

Key aspects of a organisation’s policies relating to managing behaviours in a learning environment

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Angry Behaviour

Current legislation, such as the United Nations Convention on the Rights of the Child (UNCRC), Health and Safety at Work Act and the Equality Act, influences educational establishment policy and the organisation’s Code of Conduct on how staff should manage student behaviour. Educational establishments provide a clear Code of Conduct for the behaviour of students, … Read more

Points of referral to meet the needs of learners

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Point of referral

Abstract This article delves into the intricate process of identifying and addressing the diverse needs of students within educational institutions. Starting with the pivotal role of educators in recognising individual student needs — often first observed during the induction phase but necessitating continuous vigilance — the content underscores the importance of referrals when certain needs … Read more

Your own role and responsibilities in education and training

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Teaching Role

Abstract This document delves into the multifaceted roles and responsibilities of teachers in the context of education and training. Teachers are central to the academic, emotional, social, and physical growth of learners. Their primary duty involves imparting knowledge, but they also wear numerous other hats, including curriculum designers, evaluators, mentors, and administrators. Pre-class duties emphasise … Read more

Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning

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Core elements - maths

There have been several attempts at improving literacy and numeracy skills, including the creation of Adult Basic Skills Strategy Unit in 2001, Functional skills and now minimum core. “Functional skills are now defined as those skills required for competence in the use of English, maths and ICT” (Gould & Roffey-Barentsen, 2014, p. 22). The goal … Read more

Theories, principles and models of assessment

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Assessment Theory

Introduction It is essential that learning has taken place, as a result it is important to check that learning has occurred; this is completed in the form of assessment. Assessment ranges from a quick and simple learning check in the form of student questioning, up to a final exam which could form the entirety of … Read more

The role and use of initial and diagnostic assessment in agreeing individual learning goals

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Initial Assessment

“Diagnostic assessment informs both teacher and learner of current abilities and specific future needs.” (Machin, et al., 2016, p. 94) Before a course begins students often complete a diagnostic assessment, the results are often used to assess if the student is capable of completing the course, which group they should be in, if they need additional … Read more