Ptlls_-_Roles_&_Responsibilities_of_a_Teacher

INTRODUCTION There are some roles and responsibilities that are common to all teachers throughout the education system. However, some roles and responsibilities evolve with time and circumstance. It is hard to know where the roles and responsibilities of a teacher should stop and I feel it is each teachers responsibility to know the boundaries. There exists a misconception that the only skill required to be a teacher is the ability to teach, but it goes far beyond this. TEACHING ROLES AND RESPONSIBILITIES As a teacher, my roles would include:- Assessor I would carry out initial assessments with learners as well as assess learners’ abilities, designs and techniques both during and at the end of the session, provide feedback to them and obtain feedback from them. I would use this feedback (session evaluation) in order to re-define my future session. Counsellor It would be my responsibility in my Counsellor role to maintain a duty of care for my learners, however, at the same time be aware of the boundaries (see section below) of a teacher in terms of counseling. I would also be able to refer learners to other people and agencies for support, where appropriate. Facilitator I would ensure that the ground rules established in week one of the course were re-iterated every week and were adopted. I would take into account the learners’ different learning styles, present my subject at a good pace, balance well between teacher and learner involvement, encourage learners to ask questions. Demonstrator I would demonstrate with the aid of instructions so that learners may practice the same. Providing a clear, safe and concise demonstration would be my responsibility. Mentor In my teaching I would give the right support to my learners. If I identify a particular individuals needs, at the initial assessment or during learning, I would need to establish an effective support strategy and have access to appropriate sources of guidance. I would need to recognize the diversity of my learners’ needs and aspirations, understand and apply the concept of inclusive learning and encourage learner autonomy. Tutor As a Tutor it would be my responsibility to prepare and deliver appropriate sessions to meet the needs of the learners. I would also complete and maintain accurate student records, attend meetings and follow professional values and ethics, and act and speak in a professional manner. Manager As a Manager, it would be my responsibility to try to ensure there are as few obstacles as possible in the way of the students’ learning. Sometimes referred to as barriers to learning, these obstacles can be as obvious and easy to solve as an over-heated classroom or as difficult to address as a student’s lack of self-confidence. To manage any disruptions to my class, i.e. a learner who arrives late, an inquisitive learner who always wants to know more, or just someone asking to leave the room to go to the toilet, I would handle these in a professional manner in order to minimize any effect they may have on my teaching and the group’s learning and safety. Some other issues to address are: ‘bored’ or ‘disruptive’ learners are given an alternative activity or a one-to-one chat, keep learners interested and motivated in the subject and managing my time effectively. The roles of a teacher will usually follow the training cycle (refer to Appendix 1). It’s called a cycle as you can start at any point, but you must follow through all the other points for teaching and learning to be effective. A possible teaching cycle would be as follows:- 1. Needs: The students needs can be that of artistic gain, therapeutic, knowledge for a hobby, as a leisure activity, as a point of interest or a stepping stone to go onto a vocational course in a similar area. The range of abilities may vary, from the complete novice to the intermediate learner. 2. Aims: To provide information about the product. What is it, where is it found, what is it used for, how can it be used, etc. My roles here are that of trainer and manager. 3. Objectives: Each student will be able to……………………. 4. Content: Artistic skills and flair are helpful but not a must. A positive attitude to learn and achieve the necessary designs is a must. The actual material used for the study would be handouts, overhead projector, plastic sheets, scissors, selotape, design books and photographs. As my responsibility, I would also have to take copyright issues into consideration when providing my students with published designs. 5. Methods: Several class demonstrations by the tutor are paramount, as well as class participation by the students. My roles here are that of a presenter, an instructor, and a tutor. There would be the following responsibilities to take on board, to name a few: completing attendance records; maintaining records of learner progress e.g. interviews, assessments, etc.; having a duty of care for your learners; inducting learners to the organization and course; following professional values and ethics. 6.Resources: Class demonstrations are the main way of helping the delivery, with it being my responsibility to dress and act appropriately. 7. Assessment: Comparison of students basic pattern painted at the beginning of the course compared to the complex one painted at the end of the course. Feedback from other students and class presentation. My role here is that of assessor. 8. Evaluation: Produce an evaluation form for the students to complete on completion of the course to find out how they found the course and my teaching. Look for room for improvements to future courses from these findings. My responsibilities as a tutor would be to attend promotional events and exhibitions and to refer learners to other courses when necessary. TEACHING BOUNDARIES Teachers have professional boundaries within which to work and it’s important not to overstep these. As a teacher I would need to find out what these are at my place of work. It’s about knowing where my role as a teacher stops. The fact is that teachers are responsible for recognizing in themselves whether they are “at risk” of crossing boundaries and, if they are, subsequently addressing this issue. Further, teachers have a responsibility to address this issue when they witness a colleague who may be crossing boundaries. As a teacher I should always ensure that I maintain a students confidentiality and follow any organizational requirements. In my teaching, I would make sure I didn’t show favoritism, lose my temper, make threats or touch learners inappropriately. Even innocent comments between learners and teachers can be misconstrued.  As a teacher I would ensure that there is no discussion with learners of their own personal relationships. I would be aware of the potential dangers of being in a one-to-one situation with a learner at any time. This includes the giving of lifts to or visiting students in their homes. Also, I would not engage in private correspondence or communication with a student by means of text messages or personal e-mails. I would ensure that photographing/making videos of students complies with guidelines laid down by employers. I would treat all colleagues fairly and in accordance with the law, thus not allow professional relationships with colleagues or students to be prejudiced by views about their lifestyle, culture, disability, beliefs, colour, gender, sexuality or age. If I am expected to collect money at the beginning of each session from learners, I would be honest and trustworthy enough to hand it in to the organization I work for. I could protect myself by: learning about the law and my liability as a teacher; teaching with my classroom door open; having another adult present when attending to the personal needs of special needs students and seeking input from colleagues or other professionals if unsure of the appropriateness of my actions or plans. ESTABLISHING GROUND RULES Students differ when it comes to behaviour and respect for others, therefore establishing ground rules will need to reflect this difference. Group discussion of expectations and incorporation of all views ensures that every student feels heard and included. When discussing ground rules with learners it is important for the teacher to establish their own rules which reflect their commitment to the teaching/learning relationship. My own ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for sessions to start and finish promptly. I would reciprocate learners’ commitment to completing assignments by making sure that all marking is completed and returned in equally good time. Further rules to ensure students get the most out of their learning experience encompasses my making sure all have an equal voice when expressing opinions. I see ground rules as mutually agreed reciprocal arrangements where others’ views and needs are appreciated and valued, thus underpinning respect. Ground rules may include: ▪ Arriving and finishing on time ▪ Respecting health and safety regulations ▪ Switching off mobile 'phones ▪ Not interrupting fellow-students ▪ Respecting other people's contributions ▪ Keeping personal issues out of the session ▪ Maintaining confidentiality within the group There are many different ways to go about establishing the ground rules with my learners. Here are just a few simple ideas. Happy face versus Sad face By dividing a whiteboard into two and putting a smiley face and a sad face at the top of the two columns. After having done two or three as a class, I would divide the students into groups and get them to add as many things as they can to the columns. Then I’d collate all the groups’ answers together on the board. Ground rule posters I would then display these rules on a poster on the wall so I can refer to them later. I would ask Groups of students to make the posters. I would then talk with the class about what will happen if these ground rules are broken. Class contract Similar to the smiley chart idea above, a class contract is a negotiated document that would be written by myself and my students. It is more formal in that both parties sign the contract and keep it displayed. The contract outlines what I expect of the students and what they can expect from me. For example: |The students of XYZ class will… |The teacher of XYZ class will… | |Listen when the teacher is giving instructions. |Give homework on Thursdays and return it on Tuesdays. | |Not have mobile phones on in the class. |Arrive on time to the class and finish the class on time. | |Arrive on time to the class |Give students clear vocabulary lists on the board. | |Not throw things around the classroom. |      | | |            | |Etc. etc. | Etc. etc. | |Signed: |Signed: | |(Students sign) |(Teacher signs) | Class contracts can be written with whole groups or with individual students. If I had one or two difficult students in the class I would write a contract with just those students. It’s a chance to talk to them about their behaviour and to set the limits of what’s acceptable in written form so that I can refer to it in the future. Word count: 1917 BIBLIOGRAPHY GRAVELLS, A. 2008. Preparing to Teach in the Lifelong Learning Sector. 3rd ed. Exeter: Learning Matters Ltd. BAILEY, L. 2007. Course Planning, Scheme of Work. Learning Programmes GRAHAM & DAINES, Planning for learning, ‘the training cycle’.