Roles,_Responsibilities_and_Relationships_in_Lifelong_Learning

Roles, Responsibilities and Relationships in Lifelong Learning It’s all about helping someone reach their full potential, whether this is for personal or professional reasons. (Gravells 2008, p5) For any teacher to satisfy this premise, it is necessary to follow an established set of principles by which the ultimate goal of reaching full potential can be achieved or at the very least aspired to. This requires the teacher to fulfil certain roles, satisfy particular responsibilities and know when to escalate matters to another person or organisation. The means by which the teacher meets these requirements may vary as a result of increased knowledge, personal growth and development or possibly a change in legislation but the underlying principles remain. This approach is also fully in line with the requirements of the ‘Professional Values and Practice’, (Domain A, AP 4.1). It is useful to follow a structured format and for this purpose the ‘Teaching/Training Cycle’ (Fig.1) provides a progressive, educational experience through perpetual evaluation and reflection. If adhered to, the cycle establishes a basis for continual adaptation and improvement with a view to achieving learning outcomes. Identifying Needs Evaluating Planning & Designing Fig.1 Assessing Facilitating 1 One of the primary considerations before commencing with the teaching process is to be familiar with relevant and current legislation, professional codes of practice and specific regulations as laid down by the organisation responsible for the place of learning. As with any area of work, teachers must work within the boundaries of the law and professional values. (Wilson 2009, p23) It is important to be aware that a different regulation or law may be applicable depending on the subject taught even though the place of learning remains the same, while regulations or laws directly related to the place of learning will remain static regardless of the subject matter. There are key aspects of legislation to cover matters such as the welfare of the individual (Health and Safety Act, 1974), gender, race and disability (Equality Act, 2010) and the protection of personal information (Data Protection Act, 2003). It is the responsibility of the teacher to be up to date with what is current and relevant, ‘Professional Values and Practice’, (Domain A, AP 6.1). As the teacher moves into the actual teaching process, the importance of legislation and regulation take on a more tangible existence as the responsibility for compliance becomes a matter of practical application rather than theory. One of the challenges first faced by any teacher is to provide equal and fair opportunities for all learners and this may involve a degree of self analysis, by questioning own beliefs and attitudes. As the cycle progresses it is important to continually evaluate and reflect, so as to address any areas where improvement might be applied, ‘Professional Values and Practice’, (Domain A, AP 4.2). Areas of need on the part of students will likely become self evident by the level of success or achievement in the class. It will not be possible to ascertain all the needs 2 of a group or individual student on day one, due to inhibitions or fear of being made fun of. Using ice-breakers can help to extract information which will prove useful when it comes to the ‘Planning and Design’ phase. Additionally the information gathered will assist in establishing the boundaries between the role of the teacher and other professionals. At the ‘Planning and Design’ stage of the ‘Teaching/Training Cycle’, it is important to consider everything that has been ascertained when identifying the needs of the students. It is at this point that the syllabus will be set and the logistical requirements of the course will be determined. This may require the teacher to exercise constraint, especially with regards to cost. Ultimately the objective is to ensure that the learning outcomes are met, in accordance with the awarding body, while providing a safe and supportive learning environment. This is the time to ensure compliance with legal requirements such as health and safety and data protection. Record keeping should be established, ‘Professional Values and Practice’, (Domain A, AP 7.1). Time management will be important and this would be an opportunity to practice, possibly under the watchful eye of a friend or colleague. ‘Facilitating’ is part of the learning cycle but this does not necessitate the provision of social, medical or financial assistance and it is imperative that these boundaries are not crossed. It might be tempting to offer assistance or advice but it is important to be aware of the boundaries and acknowledge that someone else might be better equipped to handle the matter. “Understanding and respecting professional boundaries is essential”. (Wilson 2009, p23) Points of referral might be internal to the organisation and comprise services such as counselling, financial support and tutoring. Alternatively, external points of referral may be appropriate depending on the perceived need and may include Childline, The Samaritans or Victim Support. 3 Issues relating to someone claiming they are being abused or supplied drugs should always be referred – even if only to someone more senior; it is your duty of care. (Wilson 2009, p23) Having reviewed any legal requirements during the planning stage it is important that the teacher ensures the teaching environment meets the standards necessary to provide the sessions in safety, and that all materials are in place and of sufficient quantity. If planned and designed properly the lessons will follow a plan that enables the student to learn and achieve the desired learning outcome. Record keeping may prove tedious but is the teachers’ responsibility. All records should be maintained and properly secured, mindful of confidentiality. A further consideration is how to promote good behaviour and respect for others. Most of the ‘discipline’ difficulties experienced by teachers in the classroom were created before the lesson started; they were inherent in the lesson plan. (Petty 2009, p103) There are many approaches to this issue but a good, well planned lesson which is varied and interesting is a good starting point. Keeping the student involved and interested will go a long way to achieving harmony. ‘Assessing’, as part of the ‘Teaching/Training Cycle’ forms a critical part of the overall learning process. Formative assessment is ongoing and should be informative, constructive and expansive, detailing why a piece of work has received a good remark, rather than just saying “well done”. This is a skill that has to be developed but is extremely worthwhile according to research. This is a major responsibility for the teacher. Assuming that the teacher commenced the teaching process at the ‘Identifying Needs’ stage, ‘Evaluating’ the course on a continual basis is a major part of the 4 overall process. It is the teachers’ responsibility to take measures that ensure the course is being delivered in a manner that is beneficial and effective. ‘Evaluation’ is concerned with all elements of the course from content to student satisfaction and goes hand in hand with ‘Assessing’, and to some extent is interchangeable. ‘Assessing’ might be regarded as the gathering of computer code, while the ‘Evaluation’ is akin to the programmer compiling the data into a functional application. The ‘Teaching/Training Cycle’ is a fully encompassing process which allows for constant review, affording opportunity for improvement and achievement for both the teacher and the student. Bibliography GRAVELLS, A (2008) Preparing to Teach in the Life Long Learning Sector 3rd ed. Exeter: Learning Matters GRAVELLS, A (2009) Principles and Practice of Assessment in the Life Long Learning Sector Exeter: Learning Matters McLeod, S. (2010) Kolb – The Learning Style Inventory [online] Available from: http://www.simplypsychology.org/learning-kolb.html [Accessed 26 January 2013] PETTY, G. (2009) Teaching Today 4th ed. Cheltenham: Nelson Thornes Ltd WILSON, L. (2009) Practical Teaching: A Guide to PTLLS & DTLLS Andover: Melody Dawes 5