Roles_and_Responsibities_of_a_Tutor

Roles and Responsibilities of a tutor “A statement of your teaching role , responsibilities and boundaries including a review of how you have demonstrated the following in your teaching and learning sessions so far.” In this TP1 essay I will identify the roles and responsibilities that teachers are required to follow in their professional role as a teacher. I shall also highlight the constraints and boundaries that I need to adhere to when carrying out teaching. There are eight main criteria’s within which the roles and responsibilities fall and so these are highlighted drawing references from various books and websites. I am qualified as a holistic therapist and therefore hope to design and conduct a course that will enhance the quality of life of individuals through learning how to care for their physical body through (mind, body and spirit) a progression learning of beauty and holistic therapy. I would like to introduce various areas of beauty and holistic therapies at an introductory level for students to gain a platform/ foundation to their potential progression into future educational and career pathway or for personal use. Great amount of preparation and planning is carried out to ensure that the delivery of each session flows smoothly, as students pick up on sessions that are unprepared and thus they lose respect and credibility of their teacher. To do this successfully I have used the guidelines set out by the LLUK page 10 domain DK. Most of this teaching is carried out in a comfortable manner at a pace to suit each individual and ensuring that flexibility is offered to cater for specific needs. As major part of this teaching requires a practical demonstration it is useful to back this up with good quality handouts for the theory of each. Health and safety plays a very important part as most of these assignments requires the student to carry out practical assessments on another being. Delivery methods I use within my sessions vary and are dependent on what I foresee as the outcomes I hope to gain. Reece and Walker ( p26, 2007) highlights a number of methods that are available. Of these I tend to divide each of my teaching session into two parts; a theory one followed by demonstration which the students carry out in a practical. Theory is usually explained briefly on the board or a flipchart, or through a power point presentation. Handouts are given to enforce the information should the students need to refer back to. For practical sessions students are divided into pairs to carry out the demonstration shown by the tutor. Beginning of each session learning from previous session is recapped through a quiz, questions and answers and sometimes homework set. At various stages tests are carried out both written and practical to make an assessment. Initial assessment of each individual student is noted at the start of a course and re-visited at the end to see if learning has changed and expectations met. On a longer course I would also do a mid-assessment to ensure that each individual is on the right path. This is carried out through assignments, homework, class tests and observations. Practical assessments are scheduled in and each individual is observed. Assessment forms are filled in for future to ensure that correct learning of the theory has been practiced and fully understood. Carrying out regular self-assessments gives me an opportunity to see where I can improve on the sessions already delivered and also provide me with a better understanding of the learning I hope to achieve with my students. Brookfield (p.26, 1995) goes on to explain the ‘inherently ideological’ method of critical reflection under the roles and responsibilities of a reflective teacher. Giving feedback on each individual is vital for student to progress and I follow the guidelines set out in LLUK p. 13 EK 4.1 & 4.2. I carry this out in a number of ways; a general class feedback on their achievements. Through a tutorial with individuals to ensure correct support, understanding of their circumstances and confidentiality are maintained. Through a group or pair feedback when carrying out the practical and through any tests and homework set. A written feedback is also given on their practical and theory exam/assessments. Students can also have an opportunity to ask for a verbal or a written feedback. Students are complimented on their achievements. Enrolment forms are kept locked in a cabinet. A register with student records is used and updated at each session. A log or a dairy of all the activities carried out by myself and students would be maintained for future reference and a way to improve sessions if the need arises. Functional skills ( English, Maths & IT) are increasingly becoming important in a teachers role as the government hopes to ensure that the learners are able to deal with the day to day stuff much easily and independently in their lives. (www.qcda.gov.uk) This would be carried out in a variety of ways through simple tests in written format, there would be assignments and home work which the students can word-process and thus be able to use the IT skills and where a practical is carried out they would use measurements for usage of oils etc which would give them the numeracy skills. The students would receive appropriate support where required with any of these. Health and safety plays a large role in these subjects and therefore these will be measured and applied during each session Ground rules give a great platform for the students to work from as they are aware of of what is expected of them very early on. These are set out at the beginning of the course and certain relevant ones at beginning of each session. Housekeeping and Health and Safety would also be pointed out. Students and their parents sign a commitment clause which they must adhere to. A clear set of ground rules are posted up on the wall. The professional code of ethics are set out for me as a teacher under the VTCT course content for each element of ‘beauty and holistic therapy that I decide to teach. (www.VTCT.org.uk) Specific code of practice forms part of every induction and I ensure these are highlighted to each student for them and myself to follow or refer to when required. Other legislative requirements are health and safety, and disability act. I would also consider a consent form from parents/guardian of children under the age of 16 wanting to carry out any of the courses. With the nature of the course we ensure our courses cater for all gender, race and age of 14+. We make sure any reasonable adjustment is made for people with disability and support is given to people whose first language is not English. Specific support is given to each individual according to their needs/requirements. When working with children under the age of 18 certain regulations need to be adhered to, such as having a current Criminal Records Bureau check to ensure there are no criminal offences conducted by the teacher which goes a long way in ensuring child’s safety. (www.crb.homeoffice.gov.uk) To conclude I have highlighted the roles, responsibilities and boundaries that I tend to try and adhere to protect the work I am doing. The assignment also highlights ways in which I can ensure that the teaching I carry out is always interesting, motivating and self challenging. I try to regularly follow the above as they have an effect on the way I deliver my sessions; giving me an opportunity to enhance and improve where necessary and at the same time provide an experience to each individual student that is both fulfilling and gratifying.