My Roles as a Teacher
My Roles as a Teacher
My role as a ICT tutor, sometimes requires me to be mentor or even an absent friend to support my learners emotionally through their learning. All of this provides me the means to enable learning to the best of my ability. I have a responsibility to ensure that students gain the knowledge and skills they require to become effective learners. Also the responsibility to meet the high standards of professional and ethical behavior required by the learner, and my profession itself.
The responsibilities listed below provide guidance for me as a teacher. * To demonstrate the highest standards of professional behaviour, exercise professional judgement and act in a considerate and sensitive manner when interacting with students, or caregivers, staff and the public. * To be conscious of the need for equitable treatment of all students, including those with disabilities or other special needs; to meet the individual learning needs of students and assist each student to maximize his or her learning outcomes. To be familiar with the provisions of legislation relevant to my official responsibilities.
* To perform my duties efficiently and effectively and with honesty, integrity and fairness at all times * To ensure that decisions are made fairly and conveyed promptly both within the Department and to those students and members of the public who have a right to know. * To use information gained in the course of employment only for proper and appropriate purpose. To use public resources economically * I must not, under any circumstances, have sexual relationships with students. It is irrelevant whether the relationship is homosexual or heterosexual, consensual or non-consensual . The age of the students or staff member involved is also irrelevant. * I must not, under any circumstances, engage in conduct of a sexual nature with a student.
Improper conduct of a sexual nature by me against a student includes sexual intercourse and any other form of child sexual abuse (which must be notified) as well as but not limited to: inappropriate conversations of a sexual nature; obscene language of a sexual nature; suggestive remarks or actions; jokes of a sexual nature; obscene gestures; unwarranted and inappropriate touching; sexual exhibitionism; personal correspondence with students in respect of my sexual feelings for the student; and deliberate exposure of students to sexual behavior of others.
Prescribed medications and non-prescribed medications (such as analgesics) should only be administered in accordance with departmental guidelines. You must not give students alcohol or other drugs, or encourage or condone the use of alcohol or other drugs by students. * I must not, under any circumstances, use any form of discipline that includes any threat of physical violence or harm, corporal punishment or engage in any form of behaviour which could cause physical, emotional or psychological harm of any kind to students.
Several examples of good or acceptable behaviour Teacher-student relationships • Participate in social contact with a student only after obtaining informed consent of the student (and principal where appropriate); such contact includes meetings, sporting events, phone calls or electronic communications, e. g. , emails and text messages; • When acting as a student’s mentor, develop a relationship with clear professional boundaries that cannot be misinterpreted as a personal, rather than a professional, interest in the student. If a student develops a ‘crush’ on you, inform a supervisor, so independent, sensitive advice and support are available; • Praise and recognise all students when appropriate, so they all feel fairly treated. • Physically contact students in a way that makes them comfortable, e. g. , shaking hands, a congratulatory pat on the back. • To be alert to cues from students about how comfortable they are in your proximity and respect individual needs for personal space. • Be aware of cultural norms that may influence interpretation of your behaviour towards students.
Subject: Human sexuality,
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 20 November 2016
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