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.

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

The relationships and boundaries between the teaching role and other professional roles

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boundaries

Introduction As educators, teachers hold a significant role in shaping the minds and futures of their students. However, within the dynamic world of education, it is essential for teachers to establish and maintain clear boundaries to ensure a professional and ethical relationship with their students and colleagues. This article explores the importance of delineating the … Read more

The effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners

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learning approaches

Abstract This article delves into the significance of employing varied learning approaches to cater to the diverse needs of learners. It examines multiple teaching methods, including practical projects, group discussions, PowerPoint-based lectures, Problem-Based Learning (PBL), Flipped Classroom, and Inquiry-Based Learning (IBL). Each method’s features, advantages, and challenges are discussed to provide educators with an encompassing … Read more

The effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners

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resources

It is essential that a variety of resources are used, including handouts, videos, etc. All students will have a learning preference and will learn more effectively using particular methods. Fleming (Fleming, 2005) divides people into 4 groups based on their learning preferences, these groups are visual, aural, read/write and kinaesthetic or a combination. While selecting … Read more