Review_What_Your_Role,_Responsibilities_and_Boundaries,_as_a_Teacher_Would_Be_in_Terms_of_the_Teaching_Training_Cycle

Review what your role, responsibilities and boundaries, as a teacher would be in terms of the teaching/training cycle. To choose one definition that would completely encompass the role of a teacher is quite difficult, descriptions have evolved and some examples include: • Facilitator • Instructor • Trainer • Counsellor • Practitioner These representations reflect the transitions over the years however none can be excluded as dependant on course content, circumstance, learning styles and learner, a ‘teacher’ might be all of these in any given day. Consequently this makes the definition of boundaries appear ambiguous, until one adds the most fundamental element, in that it is the teachers’ responsibility to know the boundaries within each function. The teaching/training cycle: of Identifying needs, Planning and Design, Delivering or Facilitating, Assessment and Evaluation can be used to review the roles, responsibilities and boundaries as they are evident throughout. Identifying Needs In my present position in a Learn Direct centre various models are used to identify learner needs, firstly a 45 minute Information Advice and Guidance session, addressing their presents skills and qualifications, how they might relate to their future aspirations, goals and objectives. This may progress to include a Skills and Interest check which helps the learner understand what career they might be inclined towards and VARK, a learning style assessment showing the preferred mode of learning: Visual, Audio, Read/Writing and Kinaesthetic. Finally an Initial Assessment of their Fundamental Skills, and from the results a further diagnostic will identify which areas of Literacy and Numeracy need to be addressed if required. This all combines to give the organisation and the learner a good picture which course might be best for them, what learning style is likely to suit them, and at what level. The information collected and held in accordance with Data Protection guidelines, is crucial at the commencement of any relationship as it endeavours to eliminate assumptions, as stated in ‘Preparing To Teach in the Lifelong Learning Sector’ ‘What they expect to learn may not be what you expect them to learn’ (Gravells 2007, Page 37). It is the teacher’s responsibility to maintain confidentiality and their role is to collect the information without judgement, placing emphasis on equal opportunities and where the learner should be referred, if the organisation cannot meet their needs. Boundaries often come into play when learners asks for assistance outside the teachers remit, an example might include details of which benefit to claim, we then refer to the job centre as it is not our area of expertise. Planning and Design At the centre we predominately teach in a group environment nevertheless it is the responsibility of the teacher to ensure that each person is treated as an individual, how well their needs have been collected in stage 1, informs the planning and design section of the learning cycle, and are used to consider each learner separately. Risk assessments carried out would be taken into account to safeguard vulnerable adults and addressed within the planned induction at the commencement of the course, where we would also take the opportunity to outline all heath and safety issues. Consequently it is the teacher’s responsibility to remain up to date with current legislation surrounding these subjects. Although it is not mentioned above, certain courses use psychometrics to guide the teacher in terms of personality types for the purposes of group dynamics and clashes, so within the planning of the timetable, ‘Buddy up’ time is scheduled in. A ‘Scheme of Work’ plots out the progression of a course, combined with a ‘Session Plan’ going one step further into each class to ensure that the right resources and activities are in place to accommodate the differing needs of the learner, and that the course content is relevant and on track with its aims and objectives. Delivering or Facilitating The main role of the teacher here is to facilitate communication in such a way that all learners are encouraged to enter into a wider debate surrounding the chosen course. Their participation around the subject matter is key to ownership of their learning, with the teacher subtlety regulating sessions to make certain that on one level time boundaries are maintained, and on another a balance of interaction invited to inspire learners to understand the subject through ‘Self Acutualisation’ defined in ’Person-Centred Counselling In Action’ as the ‘innate capacity in all human beings to move towards the fulfillment of their potential’ (Mearns and Thorne 1988, Page 10). Other boundaries have to placed around physical contact with, and discrimination against learners. These are intrinsically linked as one may be perceived as a preference towards someone in particular, which in turn makes another feel left out. Ultimately in this area it is the teacher’s responsibility to ensure that a suitable environment has been created for learners to learn effectively. Assessment From a formal perspective specific progress reviews/tutorials are built into our learner’s curriculum, where having marked assignments to a standard set by our awarding bodies, defined outcomes, learning objectives and aims, we discuss how we are meeting them from a learners and teachers perspective. Adjustments can be made accordingly, these might include more IT brush up in their learning as they maybe struggling with their fundamental skills, due to their lack of keyboard skills. However we also consider it best practice throughout the course to use open questions and answers to ascertain whether a lesson plans or content have to be adjusted to meet the learner needs. Evaluation In this final section it is the teacher role and responsibility to reflect, feedback and provide quality assurance. In the centre we have feedback forms that encourage to learner to provide this at every stage of the learning cycle, these are then analysed and adjustments are then put into place to accommodate any changes that need to occur, sometimes taking the form of policies and procedures. Observations are also carried out on all areas of the cycle, on a defined regular basis, where if the need arises ‘Continue Professional Development’ is recommended so as the tutor can improve on any learning edges they may have in teaching terms. A tutor’s specialist subject is also appraised to ensure that they have kept up to date with current theories and knowledge of their chosen subject. To conclude a teacher’s roles responsibilities and boundaries are forever evolving where the teacher has to reflect so as greater understanding of every aspect of the learning cycle and the student as an individual within it be heard, and be given the tools to learn. References: Gravells A (2007) Preparing to Teach in the Lifelong Learning Sector Exeter: Learning Matters Mearns Thorne (1988) Person-Centred Counselling In Action, London, Sage Publications