Roles_and_Responsibilities_of_a_Teacher

EPF 135 B Roles and Responsibilities of a Teacher In order to be successful in the Lifelong Learning Sector a teacher must take a number of things into consideration in order to relay information in an appropriate manner that results in the most significant positive outcome (Fawbert 2005). Fawbert (2005) also highlights 8 key areas, as set out by the Further Education National Training Organisation (FENTO), of the teaching and training developmental process that should be followed in order to meet the standards required of a professional teacher in post-compulsory education and are as follows: * Assessing the needs of learners * Planning and preparing schemes of work and lesson plans aimed at both groups and individuals * Developing and using a variety of teaching and learning techniques as well as appropriate resources * Managing the learning of students * Providing students with support * Assessment of students learning * Reflecting and evaluating one’s own teaching and implementing improvements into future lessons * Meeting professional requirements It is not only the passing on knowledge to students that is important, as a teacher will find themselves in a position of authority. This allows them to somewhat mould and develop those students under their tuition and instil social and personal qualities by being an appropriate role model. Teachers also need to be aware of responsibilities such as the safety of their students and confidentiality issues that may arise. Teachers must remember that it is every student’s right to be treated as an equal and even the most difficult and trying of students should receive the same attention and fair treatment as others. This can be achieved by continually monitoring equality and diversity policies, thus allowing the teacher to take into account individual differences. In addition Armitage et al (2001) state that a good teacher is one who can demonstrate a high level of communication that allows them to pass on their knowledge in the most appropriate way. Furthermore a commitment to teaching that incorporates enthusiasm and passion for the job is also said to be of significant importance. Special attention must be given to differentiated learning which is aimed at delivering course specific information considering a variety of learning styles for example interactive teaching and collaborative small-group work. O’Brien and Guiney (2001) add that when differentiation is considered in a lesson planning phase it can improve the teacher’s ability to teach and the learner’s ability to learn. Discipline of students and classroom management should not be overlooked and ensuring resources are provided for students in order that they can achieve their potential are also key roles and responsibilities of a teacher. Furthermore is a teacher’s duty to promote efficacy in students and show respect towards those under their tuition in order to develop appropriate student teacher relationships as stated by Petty (2001). Word Count = 461 References Armitage A, Bryant R , Dunnill R, Hammersley M, Hayes D, Hudson A, and Lawes S. (2001). Teaching and Training in Post-Compulsory Education. Biddles Ltd. Great Britain. Petty G. (2001). Teaching Today. Nelson Thomas Ltd. Cheltenham. O’Brien T and Guiney D. (2001). Differentiation in Teaching and Learning: Principles and Practice. Continuum. London. Fawbert F. (2005). Teaching in Post-Compulsory Education: Learning Skills and Standards. Continuum. London.