Roles and Responsibilty of Teacher Essay
Roles and Responsibilty of Teacher
Some of the important objectives of this assignment are:
* To learn about legislation, regulations and code of practice with in the circle of teacher’s role and responsibilities. * To develop equality and diversity and to have a look on practices to fulfil needs of learners. * Review boundaries with other professionals and points of referral * Recognize steps for establishment of safe and supportive learning environment Introduction:
Teaching is a demanding and challenging profession. The roles and responsibilities of a teacher in lifelong learning are quite complex. A teacher must follow the legislation and code of practice. A teacher should promote equality and value diversity. A teacher should do everything to meet the needs of learners within his or her boundaries. Legislation:
A teacher must be aware of and should follow the below acts and legislation in order to perform teaching activities in the UK. Health & Safety at work Act (1974):Everyone has a responsibility for safety of themselves and others. A teacher should adhere to this law and follow safe practices. He doesn’t take students on visits without asking seeking advice.
Protection of Children Act(1999): A teacher should exercise to safeguard and promote the welfare of children. Mandatory Criminal Records Bureau checks are required for teachers working with children and vulnerable adults.
Data Protection Act (1998): this act restricts the sharing of data.it is the resposibilty of teacher to never reveal personal information of learners, staff or partner companies to another person.(Wilson 2008)
Human Right Act (1998) gives all people basic rights.a teacher should follow this law. Equality Act (2006) states that everyone is equal in spite of different gender, race and language. A teacher should treat his learner equally without favouring some on others. “There are some other acts like The Design and Patents Act 1988. In addition to above a teacher should has particular awareness of any legislative responsibility relevant to teaching of his or her subject”. (Francis 2009 ,p.10)
Regulatory Requirements and Code of Practice:
A teacher must be aware of regulatory requirements. According to 2007 regulations, a person teaching in FE and skill sector is expected to meet regulatory requirement in relation to:
* Continuing professional development(CPD) and professional registration
* Teaching qualification ilf (2011)
“In April 2008, a Code of Professional Practice was introduced. The Institute for Learning is responsible for enforcing the code which is based on the areas of:
* Professional integrity
* Respect for others
* Continuing professional development
* Care for learners
* Disclosure of criminal offence” (Francis 2009, p.11)
A teacher should be aware of disciplinary policies and sanctions of the institute in which he is working. Equality and Promoting Diversity:
For the equality and promotion of diversity a teacher should know the key documents of equal opportunity e.g. Race Relation Act (1976, 2000) Equality Act (2010) etc. A teacher should ensure language, hand-outs other materials free from any bias. (Wilson 2008) A teacher should not indulge the minority at the expense of majority. A teacher should treat all students with respect and dignity. He should be non-judgemental. A teacher should not impose his own beliefs, values and attitudes on his students. A teacher should treat all learners fairly, in the same consistent manner, without fear or favour, with dignity and respect. ( Francis 2009) Evaluate Own Roles and Responsibilities: In every profession there are roles, responsibilities and boundaries.
These are important because they would facilitate order in an organization and allow personal and organizational objectives to be met. As far as role of teacher is concerned, a teacher should plan effective, appropriate and coherent plans for learners. He should be information provider and is to produce teaching and learning material appropriate for range of contexts, purpose and target audiences. A teacher should be a mentor and counsellor in delivering the course and must be an evaluator. A teacher must be a researcher and should be engaged with using internet, reading journals and relevant books, attending trainings and other relevant resources to update his knowledge. (ukessays)
Planning to Identify and Meet the Individual Needs:
“It is the responsibility of a teacher to identify the needs of students with the help of application process, duration an interview. Initial and diagnostic assessment can be very helpful in identifying the needs of learners”. (Gravells 2012, p.49). Strategies can be defined to meet the needs of learners. On basis of sense learners are of three types: visual, auditory and kinaesthetic.
* Things that appeal visual learners are; videos DVDs, handouts, demonstrations. * Things that appeal auditory learners are: oral questioning, teacher talk, lectures. * Things that appeal kinaesthetic learners are: work sheets, discussions, workshops. To meet the need of all learners a teacher should mix and match teaching and resource selection. (Wilson 2008)
Own Responsibilities with Other Professionals:
Teachers in lifelong learning sector work with a range of other professional and support staff. These include management, support staff- librarians, technicians, reprographic staff- administers, finance, counsellors, union representatives and governers.( Francis 2009) A teacher should demonstrate that he values the support of teacher assistants by engaging them in planning, preparation and assessment.
Teaching is just becoming working as a team. A teacher should learn about previously established methods of working and review practices and should establish good communication with fellow members of team. A teacher should have a good relationship with other practitioners like nurses, GPs, educational psychologists etc. A teacher should share information with them for knowing the needs of his students. A teacher should have good behaviour, in this way he would contribute to positive environment and can enhance teamwork and flexibility. (Craweley 2001)
If a teacher sees a cliques, he or she must try to be neutral. A teacher must try not to allow his enthusiasm to be dampened by the negativities of others. A teacher must follow the etiquettes and should acknowledge the skills and expertise of senior members but don’t forget own viewpoint. A teacher should not be personal with others professional and should just focus on the matters that can be used for benefits of the students. (new2teaching)
Points of Referral:
Some students have needs, barriers or challenges for learning. A teacher must ascertain these prior to his or her students commencing. However others may occur during the programme and teacher should need to plan a suitable course of action to help the students, or to refer them to some specialist and should keep a record of students whom is concerned about, i.e. risk register. A teacher encounters students with varying needs and should remain impartial, but sensitive. For a teacher, it is best to seek advice of refer student to someone who can help.
For example students can have dyslexia; a teacher should refer to them to an appropriate specialist or agency. A teacher need to find out what is available internally within organization or where he or she can refer them externally. Some examples are: “Internal points of referrals: Accommodation officers, careers advisers, counsellors External points of referrals: Awarding organizations, carers, general practitioners”, (Gravells 2012, p.52)
Establishment of Safe and Supportive Learning Environment:
Learning environment is not limited to space and equipment; it includes atmosphere. For the establishment of safe and supportive environment following measures should be followed, A teacher should be aware of health and safety regulations and should give information to learners about fire, accident and emergency procedures. He must have knowledge about the potential health hazards of specific students. While working in laboratory a teacher must take special care of students having asthma or any other problem that can be worse due to solvents or some other chemicals.
Hygiene rules and regulations must be briefed to students of catering and cookery. (Armitage 2007) Classroom environment should be learning friendly. A teacher should consider factors like temperature, light and ventilation and sitting arrangement of the class must be appropriate to meet the needs of every learner. For a teacher, carefully chosen teaching strategies with good resources are the key ingredients to an effective and supportive learning session. (Wilson 2008)
Appropriate Behaviour and Respect for Others:
Behaviour includes body language. A teacher should motivate learners. If teacher has to write something on board while speaking to the students, he must do one thing at the same time. There may be many disruptions in the class, teacher should handle it professionally to minimise any effect it may have on teaching and learning. A teacher should ask students politely to stop doing wrong; remind them of the ground rules and how they are also disrupting their own learning.
A teacher can maintain good behaviour by including all students during discussions and activities, teaching his subject in an interesting and challenging way and should not show favouritism, lose his temper, make threats and touch students inappropriately. A teacher must try to have positive approach, praise performance, and good behaviour and be consistent and fair to everyone. A teacher should respect learners and say please and thank you to encourage his students. “A teacher should also promote respect between students by encouraging trust, honesty, politeness and consideration.” (Gravells 2012 p.98)
Armitage,A., Bryant,R., Dunhill,R., Flanagan,K., Hayes,D., Hudson,A., Kent, J., laws, S. and Renwick, M.(2007) Teaching and Training in Post Compulsory Education (2nd edition). Buckingham: Open University Press. ATL, The Education Union, Relationship with Colleagues, (online) available at http://www.new2teaching.org.uk/tzone/education/workingrelationships/default.asp [Accessed: 01/02/2013] Crawley,J. (2011) In at the deep end: a survival guide for teachers in post compulsory education( second edition). Oxon: Routledge. Data Protection Act (1998) London HMSO
Equality Act (2006) London HMSO
Francis, M. and Gould, J. (2009) Achieving your PTLLS Award. London: Sage
Publications Ltd. Gravells, A. (2012) Preparing to Teach in the Lifelong Learning Sector 🙁 fifth edition) The New Award. Exeter: Learning Matters Ltd. Harden, R and Crosby, J (2000) (online) The good teacher is more than a lecturer: the twelve roles of the teacher Available from: http://www.medev.ac.uk/resources/extended_summaries_of_amee_guide/guide20_summary/ [Accessed 29/01/2013]
Health & Safety at work Act (1974) London HMSO
Human Right Act (1998) London HMSO
Institute of Learning , Regulation 2007 (online) available from http://www.ifl.ac.uk/about-ifl/the-future-of-ifl/changes-to-the-statutory-framework-in-fe-and-skills/2007-regulations [Accessed : 31/01/2013 ] National education association. Available from: http://www.keysonline.org/about/csi/developing_strategies/keysthemes/professional_relationships.html [Accessed: 30/01/2013] Protection of Children Act(1999) London HMSO
Roles and responsibilities as a teacher, (online) Available from: http://www.ukessays.com/essays/teaching/roles-and-responsibilities-as-a-teacher.php [Accessed 30/01/2013 ] Wilson, L. (2008) Practical Teaching: A Guide to PTLLS and CTLLS. London: Delmar
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 18 February 2017
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