Pttls

Roles, Responsibilities and Boundaries The role of the teacher is to check previous knowledge and qualifications are appropriate; test for preferred learning styles to identify ongoing and hidden learning needs prior to the course starting. This information is used to adapt the course to suit the individual by arranging Learning Support Assistant’s, learning aids and teaching resources to enable learning. Promote and demonstrate Equality, Diversity and Inclusion to open up education to all and maintain a safe learning environment. To enable learning, the teacher should have excellent communication skills to persuade and motivate students to join in class activities; be approachable with a caring attitude towards the individual when issues arise; deliver up to date knowledge in a variety of ways to enable learning and be able to structure the lesson to retain the students attention by using a variety of teaching methods. “Motivation is what compels us to do things. Everyone is motivated to learn, its part of what it means to be human. If human beings couldn’t learn we wouldn’t have survived” (Scales, 2008) A good teacher provides students with an introduction to the topic, providing students with clear lesson aims on the intended knowledge to be gained and the main objectives the teacher wants the student to achieve from the lesson. This can encourage students to gain extra knowledge by group discussions, researching books and information from internet sites using a pedagogy approach. A teacher’s responsibility is to check course material is not offensive to beliefs, cultures or gender and suitable for the level of course. Other responsibilities include treating all students fairly by giving them the same encouragement and opportunities to achieve their goal ensuring standards are fair and valid when completing criteria referenced assessments. A professional teacher will reflect on previous lessons and improve course material and their own knowledge on topics and share reliable course material with other teachers to ensure standardisation from class to class. Also imbed functional skills into class activities so students can affectively communicate with employers, being in control of day to day financial issues and gain employability skills. This is essential for prisoner’s to stop them re-offending. At times teachers will need to adapt the scheme of works to suit the individuals’ needs, and then incorporate this information into a lesson plan. A lesson plan will help the teacher plan a lesson appropriately to engage all students to enable learning. Lesson plans are also used to break the topic down into manageable learning stages to a set timetable; this can then be easily changed in the case of over running. Other teachers can take over the lesson and follow instructions to achieve what was intended to ensure all students are progressing to their full ability. Teachers should always mark students work promptly and accurately so the student understands their achievements and can reflect and correct their mistakes due to the information being fresh in the mind and then record it in their individual learning plan. Learning Support Assistants are briefed before lesson starts, a teacher must check the progress made with the student and LSA and record in ILP. At the induction stage of a course the teacher must inform students of class rules. Both student and teacher sign a compact agreement. Always act on bad behaviour, then demonstrate fairness when giving appropriate punishments and don’t become too friendly with the student as this can be misread as a weakness. A study by Kyriacou et al. (2007), found these rules effective when implemented into classroom management. I implemented theses rules and found them helpful when managing my classroom. • There must be no talking when teacher is talking. • There must be no disruptive noises. • Rules for entering, leaving and moving around class. • There must be no interference with the work of others. • Work must be completed in a specific way. • Students must raise a hand to answer, not shout out. • Students must make a positive effort in their work. • Students must not challenge the authority of the teacher. • Respect must be shown for property and equipment. • Rules to do with safety. • Students must ask if they do not understand. (Wragg, 2005) My responsibility as a teacher is to register with the institute for learning (IFL) which has been in place since 2002 as the Further Education teachers’ independent professional body. Part of the IFL role is to represent the teachers’ voice, look into causes for concern and ensure quality of teaching is delivered to all learners. As a member of the Ifl, it is my responsibility to update at least 30 hours per year of Continuing Personal Development (CPD). Part of my CPD training has consisted of embedding Functional Skills, Equality and Diversity, Disability Discrimination Act (DDA), Every Child Matters (ECM), Every Adult Matters (EAM) and ensure my specialist subject is up to date. To ensure best teaching practices within my lessons are up to date, I try to incorporate modern technology for example, interactive smart boards and information and learning technology (ILT) which will help learners with modern every day living. As a member I must achieve or be working towards achieving, Qualified Teacher Learning and Skills status (QTLS) by 2014. Guarantee professional standards are delivered and maintained and to report Teachers and Managers who break any rules. Teachers’ must be aware of boundaries within their role as a teacher; these rules’ include, changing a criterion referenced assessment for the worse to enable a student to progress. This can bring yourself and the college into disrepute. You will more than likely lose your job and the colleges self awarding status. Students’ should see the teacher as approachable and someone they can confide in whatever the circumstance. Do not become personally involved in issues out of the colleges premises. Use complete confidentiality unless the student comes under the Every Child Matters Programme or it involves a minor; in this case seek professional advice from higher management to ensure appropriate authorities are involved. Teachers should never form a close bond with a student. This could be perceived in a way that can be misread or be uncomfortable for the student. “The student might have suffered sexual or physical abuse”. Never talk in a sexual nature or talk about my personal life, other students or members of staff in an inappropriate way. Referencing and bibliography Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector 3rd edition: Learning Matters Heywood, A. (2006) Norwich Teachers Tool kit, version 1 Kyriacou, C. (2007) Essential Teaching Skills, 3rd edition. Cheltenham: Nelson Thornes LLUK Know and use the protocols for monitoring and referring learners so they have access to these support services when needed. (LLUK standards domain F, FK 2.1)