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Developing academic curriculum
One of the biggest responsibilities of the lecturer is developing a subject curriculum based on the subject and needs of the student. The curriculum is to be followed during the teaching to ensure a systematic learning process for students. The building of a curriculum helps students gain knowledge in a way that is holistic and interlinked for a superior grip on concepts. According to LEKHA, (2019), there are three major types of curriculums, Subject centered, Problem centered and learner-centered. All three needs to be met effectively for the curriculum to have maximum efficacy in education.
Researching topics and delivering lectures
One of the more important and major responsibilities and the second step after the curriculum development is that of actually delivering the teachings. The delivery of these lectures needs to be done in a standard language that is suitable for the understanding of the class. Thus, enabling the students to form their hypotheses and theories based on the analysis of the researcher if the concepts and clear in depth. According to Pramodini (2022), well-designed research improves the body of academic knowledge and understanding. Apart from that, the teacher needs to act with integrity and professionalism. So that they treat everyone equally and without any favoritism or partiality.
Mentoring students and supervising academic activities
There are various types of students in a classroom with various degrees of learning capacities. The lecturer must be able to cater to the needs of all types of students. In a classroom, some disabled students may have learning difficulties greater than average students, and the lecturer needs to be able to help them as well (Hillier et al. 2018). This includes supervising academic activities to ensure maximum learning capability.
Assessment and evaluation
The professors must conduct an assessment and evaluation of students in the classroom. This helps the students to maintain a goal and conduct self-assessments that help them reach their goals. Apart from that, it also helps the institution maintain a proper standard of academic excellence in its classes.
There are two kinds of staff in an organization, teaching, and nonteaching staff. The teaching staff has a legislative as well as an executive role in the academic pursuits of the students. On the other hand, the non-teaching staff has only executive functions. One of the markers is overcoming difficulties in the learning circle and the delegation of duties to other experts, such as doctors, social workers, counselors, or police in cases of abuse.
The legislation is put in place so that the teachers may follow them and become better teachers. The regulatory requirement is more important for the same thing as it acts as a guide map for the teachers to follow and for the students to follow as well. On the other hand, the Code of Practice guides the teaching and non-teaching staff to be better at their work and facilitates the students to achieve academic excellence. An institution needs to have regulatory policies that are enforced into rules so that everything can be followed truly and evenly by teachers, nonteaching staff, and students of the institution.
The "Equality and Diversity Act 2010" is the foundation upon which equality and diversity management in institutions is carried out. The British Parliament passed this rule to make sure that nobody is treated unfairly because of their racial, ethnic, or other differences from the majority (Barkas et al. 2022). Additionally, the institution may enforce the "Equality Act 2010" to safeguard the academic interests of students with disabilities (Bunbury, 2020). In addition, the Health & Safety Act at Work Place (1974) is a thing that the lecturer needs to keep in mind as it promotes the health of the students other teachers, and non-teaching staff in the workplace.
Prevent duty (2015) needs to be followed by the lecturers so that any type of indoctrination can be prevented by the students from the lecturers (Busher et al. 2018). The job of an institution is to not indoctrinate people but to make them capable of independent thought. Freedom of Information Act (2000) is yet another consideration that has to be made by the lecturer that the students are given full information where their well-being is concerned.
Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., Ryan, J. and Johnson, H., 2018. Mentoring college students with disabilities: experiences of the mentors. International Journal of Mentoring and Coaching in Education.
LEKHA, S.S., 2019. IMPORTANCE OF CURRICULUM DESIGNING IN TEACHING AND LEARNING.
Pramodini, D.V., 2022. Evaluation of importance for education research. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact factor: 7.429, 11(01), pp.255-260.
Busher, J., Choudhury, T., Thomas, P., and Harris, G., 2018. What the Prevent duty means for schools and colleges in England: An analysis of educationalists’ experiences.
The importance of meeting the needs of the learners is the main job of a lecturer and for that to happen, the identification of the needs is important. In a classroom, there are many students and not all of them possess the same level of intellectual capacity even though they have to meet a uniform level of academic expectation. Hence, some students require more guidance, explanation, and other types of professional academic help. These things need to be identified by the lecturer effectively. An ideal teacher needs to inspire the students to learn and hence individual attention and meeting the needs of the students are things that encourage and motivate the learners to study better. Some learners have special needs and require “Individual Prescribes Attention” that they rely on for guidance as mass instructions do not allow them to get to the depths of a particular topic to overcome academic difficulties (Levi?caia et al. 2020). This is because this helps learners to understand the concept of discipline better. The effectiveness of the lecture class rises and lectures become more meaningful and useful to the student as the efficacy of the lessons rises significantly.
The initial assessment is necessary as it allows the lecturer or any teacher to orient themselves with the students they have to work with (Mieg, 2019). The initial assessment is therefore the most important thing the lecturer needs to do. To achieve this end, the lecturer needs to make sure they know all the students and their weaknesses and strengths. The lecturer needs to make an assessment of the backgrounds of the students their goals, and motivations and categorize these students into categories so that the attention given to members of each group is tailored according to needs.
Diagnostic assessment is the process that helps in the identification of specific things such as specific issues and inabilities. This assessment is a bit more in-depth and specialized than the initial assessment. The students are put through self-reflective activities and even friendly interrogation by the lecturer in this phase of the assessment to make sure they understand well the difficulties they are facing. In this assessment, an examination has a role to play. Examinations can be conducted to see which students are facing what type of difficulties and their shortcomings in understanding, explanatory abilities, and other issues. According to Dilova (2021), it is an effective means of making sure that the teacher understands the core competencies of the students individually.
Teaching always relies on strategies aimed at building understanding and concepts for the students. There are traditional learning techniques and non-traditional learning techniques involved in the teaching process (Tularam, 2018). Teaching strategies such as Team-based learning and active learning are some examples of traditional learning, while strategies such as flipped classrooms and digital tools enforced learning are some of the things that are non-traditional learning strategies. The lecturer must make sure that the students are learning properly and that the lecturer is free to implement any strategy they see fit to increase the effectiveness of the lecturer.
Learning is a process that requires strict discipline and it covers the need for appropriate class behavior. Having strict discipline and appropriate behavior creates no disturbance for others so that everyone can learn properly and with more efficiency. The need for discipline is also for the creation of good habits that, if turned into a routine may prove to be of great help in the academic pursuits of a student.
Equality and diversity management in institutions is conducted based on the “Equality and Diversity Act 2010”. This law was passed by the British Parliament to ensure that no individual is treated differently based on their racial, ethnic, and other differences from the majority (Barkas et al. 2022). Apart from that, to protect the academic interests of students with disabilities the “Disability Act 2010” and “Equality Act 2010” also can be enforced by the institution (Bunbury, 2020). Equality and diversity are the basis of British Society as the nation is a multicultural nation and no amount of discrimination must be tolerated by the institution or the educator. Apart from that, many foreign students in British universities are weak in communication in English and do not understand non-verbal communication the same way, the needs of these people need to be accommodated.
Diversity management strategies need to be implemented and the lecturer needs to make sure discrimination does not happen among students. They also need to ensure that they do not indulge in such acts either. Discrimination on the grounds of ethnicity, race, and culture is unfair by nature even against foreign students who do not belong to the UK. Apart from that, diversity and equality are enforced by law, and disobeying them is a punishable offense.
Barkas, L.A., Armstrong, P.A. and Bishop, G., 2022. Is inclusion still an illusion in higher education? Exploring the curriculum through the student's voice. International Journal of Inclusive Education, 26(11), pp.1125-1140.
Bunbury, S., 2020. Disability in higher education–do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education, 24(9), pp.964-979.
Dilova, N.G., 2021. FORMATIVE ASSESSMENT OF STUDENT'S KNOWLEDGE–AS A MEANS OF IMPROVING THE QUALITY OF EDUCATION. Scientific reports of Bukhara State University, 5(3), pp.144-155.
Levi?caia, A., Todorici, L. and Carabet, M., 2020. The modernization process of the master’s program in finance. In ???????? ? ?????? ????????? ??????? ? ???????? ???????????? (pp. 239-244).
Mieg, H.A., 2019. Introduction: Inquiry-based learning assessment. In Inquiry-Based Learning–Undergraduate Research (pp. 1-16). Springer, Cham.
Princestrust.org.uk, 2022. Initial assessment and diagnostic assessment of learning. Available at: https://www.princes-trust.org.uk/Document_Team-Online_IAD-Guidance-2015.doc#:~:text=Initial%20and%20diagnostic%20assessment%20are,take%20responsibilty%20for%20their%20learning [Accessed on: 3 November 2022]
Tularam, G.A., 2018. Traditional vs Non-traditional Teaching and Learning Strategies Case of E-learning! International Journal for Mathematics Teaching and Learning, 19(1), pp.129-158.
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