Roles_and_Responsibilities_of_a_Teacher

First and foremost is to identify the students’ needs. I make sure prior to running a course or delivering a session, all the candidates’ application forms, entry requirements are achieved and individual learning plans are analysed. This allows me to identify any specific candidate/student needs prior to me teaching eg dyslexia, dysphasia or need for specialist equipment. This also allows me to identify the best way for me to deliver my tuition. With this in mind I am able to adapt my session by using either more pictures, hand-outs, PowerPoint presentations or practical as required. This also determines the environment I have to work in as well as the resources that are available to me. My role as a teacher is to be able to organise the learning environment, whilst establishing some ground rules that includes use of phones, toilet and break times etc. I should also brief the health and safety issues eg fire regulations, exits and assembly points etc. As a teacher I am responsible for the safety of everyone whilst at a place of learning. As a teacher I should provide adequate resources for the lesson, plan the delivery of the subject matter and be aware of the need for flexibility, when as so often happens, things do not run according to plan. To ensure sessions’ aims and objectives are meaningful and applicable to my students my teaching role incorporates ongoing organisation and assessment. Assessing varying learning styles within a group and considering learner’s motivations and previous experiences helps me identify various teaching methods that could be useful throughout the delivery of my sessions. The sessions I deliver incorporate visual, auditory and kinaesthetic learning styles. This ensures that students have equal rights to learning and provide me the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. By finding out the learning style of the students/ learners I can create a learning environment where the learner/student is more motivated, as the delivery matches their preferred style. Using a variety of resources can enable improved achievement. I complete relevant admin thereby ensuring records are up to date in order to evaluate changes to any other forthcoming aims and objectives. One of my main responsibility of the teacher is to continually reassess every students’ development and change during the course and create a unified alteration to ensure smooth delivery. As students develop better understanding of aims and objectives their needs change and this must be reflected in continual reassessment. It is thereby my responsibility as a teacher to monitor, evaluate and improve the quality and effectiveness of my methods of delivery by taking into account the students’ changing learning needs. Progressive reflection sheets form the core assessment of the course climaxing in an end of course evaluation. This evaluation allows the student to demonstrate their development of understanding in a meaningful way. Discussion and presentation of a portfolio of lesson plans and evaluation forms provides the opportunity to identify changing needs and re-evaluate the structure and delivery of the course. By evaluation, this gives the opportunity for me as a teacher to learn from reflection and improve on further courses or sessions that I deliver. Being open to change and incorporating others’ input involves recognising when boundaries must be revisited. Obvious boundaries such as the appropriateness of the teacher/learner relationship and disciplinary lines for misconduct are strong ethical issues which are at the core of every teacher. Understanding when a student requires further help beyond your remit is a boundary which should be effectively utilised. A teacher must be able to recognise when additional help is required to further the learning experience. The teaching/training cycle provides a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon. The structure of the cycle is such that a balanced teacher will multitask stages in a constantly evolving way. This ensures that teacher and students’ reflective growth of role, responsibilities and boundaries remains core to reaching a greater understanding of the aims and objectives relating to development with the course.