Education and Teacher

PTLLS LESLEY JONES
Roles and Responsibilities and Relationships in Lifelong Learning Outcomes
1.2 Analyse own responsibilities for promoting equality and valueing diversity
1.3 Evaluate own role and responsibilities in lifelong learning
1.4 Review own role and responsibilities in identifying and meeting the needs of learners
2.1 Analyse the boundaries between the teaching role and other professional roles
2.2 Review points of referral to meet the needs of the learner
2.3 Evaluate own responsibilities in relation to other professionals
Introduction
In this part of the unit I will be looking at the boundaries that any teacher has to work to, the role of any teacher and the responsibilities which is required as part of been a teacher. I will look at my own role and professional boundaries within teaching and other professionals. A quote from Bowe.C (2009) “by making sure that equality and diversity are ingrained in everything we do and become an automatic part of everyone’s day-to-day role” are positive words for everyone to abide by including teachers. |
To describe the differences between the three when comes to teaching; role means the part a teacher plays in his/her classroom; responsibilities are things which a teacher must do as part of the job, they must know and follow Legislation and Regulations; and the boundaries which would be professional boundaries set by teachers Code of Practice.
2.1 Analyse the boundaries between the teaching role and other professional roles
When working as a teacher, we are expect to work as a professional and to do this we must work within standards, responsibilities and boundaries, boundaries we work to include: * What we can say to student’s i.e not swearing at students * How we act with student’s i.e giving personal details to students and not joining social networking sites * Not giving preferential treatment to any one student * Working to deadlines i.e staying within lesson plans so work complete to standard * Making sure resources are suitable for all students to use so all students are treated equally * That learning styles are suitable for all students * Know when and where to refer to other professionals when it’s needed
As professionals we also need to remember that any boundaries can have a positive and a negative impact on students, teachers and other professionals and to help understanding and referring to the Codes of Practice (2008) which outlines the behaviours expected from teachers in lifelong learning.
When as a teacher we understand these boundaries we then know when something is outside our own boundaries. When this happens we will then know where other professional’s boundaries start.
As a teacher we work with students sometimes daily, we could be the first ones to notice if something was bothering a student. A student may start turning up late, not doing their homework, come quiet after been chatty or look like they need to talk. Then as a teacher we could catch them as they leaving to have a quick chat and explain we have noticed; lack in homework, been late etc and then if the student tells you something that is outside your boundaries you would consider passing onto other professionals.
2.2 Review points of referral to meet the needs of the learner
When working a professional we need to understand our boundaries and what are outside the boundaries. We need to understand what is appropriate and what is not and how to deal with what is not. This could be either because of lack of experience, skill or training. This is a time when a referral to outside professionals is needed, as an example if a student tells teacher they are been made homeless then a teacher would refer onto housing, counselling and social for help with money. This can be done with refer forms, phone call and letters. The need for referring and to identify the appropriate professional is that they can have the experience, training and information that will support and help the student.
Other needs for referral could include personal troubles, educational, family and children problems. The teacher can refer to counselling including , Mat teams which have family resource workers and college support resources.
2.3 Evaluate own responsibilities in relation to other professionals
When referring onto other professionals the referer needs to make sure that they give as much information as possible include any background information that they have, they need to make sure this information is suitable and fresh, they need to include their own details and that they have consent from student to do this, all this can be on referral form (i.e CaF common assessment framework).
If the need for a referral is found then the teacher needs to start with explain to the student why they feel the need for a referral to be made. Then they need to make sure that the student understand this and is happy with the referral. They can then go on to make the referral. Referrals can be done by the phone but need to be backed up with a referral form were needed. On this form they need to complete as fully as possible, with as many details as possible about the student and the reason for the referral.
1.2 Analyse own responsibilities for promoting equality and valuing diversity Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including gender, race and ethnicity, disability, religion, sexuality, class and age.
Promoting equality should remove discrimination in all of the aforementioned areas. Bullying, harassment or victimization could also be considered as equality and diversity issues.
Diversity means to recognize, respect and value everyone’s differences to contribute and realize their full potential by promoting an inclusive culture for all staff and students.
As teachers we can promote equality and diversity by treating students fairly, and creating an inclusive learning environment for everyone. We should always make sure that we don’t discriminate against anyone including race, gender, religion or disability. Make sure that the resources are suitable and are inclusive.
This is all important in education to make sure that all students and staff get the most from their learning and teaching experience as possible.
Equality Act 2010 state’s it’s against the law to discriminate against anyone because of age, race, religion, gender or disability. www.legislation.gov.uk
This then means that as a teacher ,I have to follow the law and make sure that all students are treated equally and given every opportunity to do their best .
To promote equality in the class room I need to start with the planning; this will include the initial assessment which will give me information on each learner and their needs within class room. If at the initial assessment one of the students states they have dyslexia then I need to use the most suitable technical aids to support them.
Also included in the planning would be the class room its self, how warm, is it accessible for all students including wheelchair users and is lighting suitable. While planning, I would need to consider and look at styles of learning and include each style within each lesson if suitable.
While teaching I always need to consider the resources that are been used in the class room. The resources will need to be suitable for all the learners styles or can be adapted to suit students needs. All this helps the learner get the most from the lessons and makes sure that as a teacher I am promoting equality and valuing their diversity within the classroom.
Then I would be looking at the delivery of my class. Making sure I have ground rules in place from the first lesson done by the group as whole and making sure they are on show in each session. Making sure the rules are followed by all including myself to make all students feel safe within the class room.
Any additional support that is needed will be given from the start of course or/and during the course to suit.
As a teacher I would need to consider diversity within my teaching including examples from different cultures, religions and equality; and I would need to challenge any prejudice within the class room fairly.
Holtrop (1997) suggests that "Obviously teachers wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties."

1.3 Evaluate own role and responsibilities in lifelong learning
As a teacher part of my responsibilities will be to cover the needs of governing bodies i.e ofsted; making sure the criteria is covered and completed, considering each of the students needs i.e if they having a disability. This is started at beginning of course during initial assessment and then done during the course via lesson plans and ongoing assessment, showing if the student needs extra support to complete the course and also making sure they have everything to complete it. This will include resources, safe environment and teaching styles to suit all styles of learning. Teachers need to be able to adapt to suit the class i.e having a lesson plan at the start of a course that covers all learning styles then finding in lesson that you have only kinesthetic Learners so then having to re plan to suit.
Below are some of the roles of a teacher during a course from the initial assessment at the beginning of the course till the finial evaluation on completion of the course.
1. Identify Needs – finding out the needs of the organization and the learners, preparing a scheme of work and session plans to deliver group or individual learning, based upon the needs of the organization, the syllabus and the learners.
2. Plan and Design – preparing the environment, suitable delivery resources and handouts.
3. Deliver/Facilitate – teaching and learning in a suitable manner.
4. Assess – ensuring your learners have learnt the necessary skills and knowledge. 5. Evaluate – obtaining feedback from the learners and evaluating in order to modify or make changes in the future
The role of a teaching is always treating all students equality and individually. One of the roles as teacher is to plan sessions that will give each student the opportunity to take part, enjoy, stay safe, and complete the course. This would do by assessment from the first assessment and ongoing assessments, lesson plans that covers criteria that is needed by the governing body, and teaching resources and styles. The role will also include being professional at all times using ‘code of practice’, doing tutorials and reviews with the students, acting and speaking appropriately, marking work in time and referring student onto other professionals when needed. Planner

Evaluator
Record keeper

Teacher

Supporter

Information giver

Listener

Assessor

My responsibility as a teacher is to understand my responsibility as a teacher!
To start I would need the relevant skills around the subject I will be teaching. A teacher needs to have the relevant qualifications to teach including English, maths and I.T skills and a teaching qualification PTTLS at, at least level 4.
As a teacher I would need to make sure everything I do and use is suitable to what I am teaching and suitable for all the students. As a teacher I need to behave in professional manner at all times. I must understand and follow the law around working as a teacher. As stated by Nut Notes (2012) ‘Teachers are required to do all that is reasonable to protect the health, safety and welfare of pupils. Their legal responsibilities derive from three sources and this section considers each of the three: the common law duty of care; the statutory duty of care; and the duty arising from the contract of employment.’
As a teacher we have to remember that students may need many things from us and sometimes these things may go beyond what we see as the boundaries of a teacher and when this happens we have to know and understand when and where to refer on to other professionals. We need to understand and respond to our roles and responsibilities as a teacher.
Additional responsibilities include adhering to and maintaining knowledge of current legislation with regard to the Equality Act 2010 which covers age, disability, gender, race, religion and belief and sexual orientation. The Protection of Children Act 1999, the Human Rights Act 1998, and the Safeguarding Vulnerable Groups Act 2006, Data Protection Act 1998 as well as all relevant Health and Safety issues.(Health and Safety at Work Act 1974).
"The Health and Safety at Work Act (2012), also referred to as HASAW or HSW, is the primary piece of legislation covering occupational health and safety in the United Kingdom." (www.hse.gov.uk/legislation/hswa.htm)
1.4 Review own role and responsibilities in identifying and meeting the needs of learners.
To review my own role and responsibilities as a teacher I need to identify the needs of my students and to help with this I should have some understanding of the Teaching Learning Cycle. This will help me from the start of learning and then though out the learning.
The cycle covers; identifying needs, planning and learning, facilitating learning, assessing learning, quality assurance and evaluation.
David Kolb’s cycle shows clearly the learning.
You can join the cycle at any point and go back to any point. www.ldu.leeds.ac.uk
One of the needs that could be highlighted by assessment could be that someone has a physical need in that they have poor eye sight. As a teacher; I would print out large letter work sheets, making sure that any writing on the board is in black pen and clear writing and that they are always able to sit at the front of the class to be able to see the board at all times.
When a student tells a teacher they are suffering from depression, the teacher can support that student to gain the help and support from other professionals. This would be done by encouraging the student to; talk to their parents/cares were possible, talk to someone, trust other and let you refer them onto other professionals. This could be a Mat team or child line depending on the needs of the student.
As said by Burke, Burke, Regier, & Rae (1990) “ Although depression is classified as an adult disorder—and depression in very young children is rare—middle to late adolescence is the most common age when symptoms first appear or a first major depressive episode happens”
A student could be very shy and unable to talk in front of people. In this case as a teacher I would plan the work; in groups which will let the student get use to the whole group, work in pairs which gives the student the opportunity to have their say without talking to the whole group, were possible getting them to write on the board so getting them involved and doing lots of practical sessions so the focus is not on one person but the whole group. As a teacher I could research this and make sure that I make the student feel as supported as possible, I could do this by maybe having a chat before or after lesson to make sure they are feeling comfortable. Wrote by Gilbert (2011) “Setting the stage for helping by changing the way we think about shyness. Notice that I define shyness as an "act of feeling" uncomfortable-- not as a personality trait or temperament, but as a "feeling." In this regard, my definition may differ somewhat from others--and it is an important difference”.

References Ofcom (2009) Promoting Equality and Diversity [online] | http://www.acmedia.pt/documentacao/promoting.pdf [accessed on 22.04.2013]
Burke, Burke, Regier & Rae (1990) available at R. Marc A. Crundwell and Kim Killu Learn Lead Teaching [2010] Volume 68 Number 2 Responding to a Student 's Depression [oneline] http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Responding-to-a-Student 's-Depression.aspx
Institute for Learning (2008) Codes of Practice [online] http://www.ifl.ac.uk/membership/professional-standards/code-of-professional-practice [accessed 04.04.2013]
Equality Act 2010 [online] http://www.legislation.gov.uk/ukpga/2010/15/contents [accessed on 21.04.2013]
Kolb D.A. (1984) 'Experiential Learning experience as a source of learning and development available at Davies.C & Lowe.T Kolb Learning Cycle Tutorial - Static Version [online] http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php
Teachers.org.uk (2012/2013) NUT Notes
Education, the Law and You. Page 1 [online] http://www.teachers.org.uk/files/the-law-and-you--8251-.pdf [accessed on 05.04.2013]
Teaching Effectiveness Program (2013) How do I bring out shy students? [online] http://tep.uoregon.edu/resources/faqs/presenting/shystudents.html
UKEssays.com. Roles and responsibilities as a teacher (2013) http://www.ukessays.com/essays/teaching/roles-and-responsibilities-as-a-teacher.php [accessed on 04.04.2013]
Renée Gilbert, Ph.D (2011) Shyness in the Classroom . . . A Page For Educational Professionals

References: Ofcom (2009) Promoting Equality and Diversity [online] | http://www.acmedia.pt/documentacao/promoting.pdf [accessed on 22.04.2013] Teachers.org.uk (2012/2013) NUT Notes Education, the Law and You Teaching Effectiveness Program (2013) How do I bring out shy students? [online] http://tep.uoregon.edu/resources/faqs/presenting/shystudents.html UKEssays.com. Roles and responsibilities as a teacher (2013) http://www.ukessays.com/essays/teaching/roles-and-responsibilities-as-a-teacher.php [accessed on 04.04.2013] Renée Gilbert, Ph.D (2011) Shyness in the Classroom