Role and Responsibilities of a teacher Essay

Analyse the function and Responsibilities of the instructor and the boundaries of that function. Gold and Barentsen ( 2014 ) . illustrate that learning. unlike many other professions. encompasses much more than the function suggests. They argue that when sing a function in the sense of ‘the activities’ associated by that given occupation or profession. a teacher’s is much more diverse. To propose so that the function of a instructor is. rather merely. to learn. in the same manner. for illustration. that a dancer’s function is to dance. would neglect to to the full explicate the multi-faceted facet of the profession. peculiarly sing that ‘teaching involves far more at its nucleus than the name of the business ab initio suggests’ ( Gold and Barentsen: 2014: pg3 ) . A instructor in the Lifelong Learning Sector. that is. in station compulsory instruction. is tasked with striking a perfect balance between teaching-related duties and administrative 1s every bit good as supplying pastoral support to scholars and run intoing institutional demands.

This essay will analyze the function and duties of a instructor with a focussed expression at the womb-to-tomb acquisition sector and will analyze the challenge of boundaries. peculiarly within a function where the duties are of all time spread outing. When sing the function of a instructor in the Lifelong Learning Sector. it is clear to see the complexness of a teacher’s function here. Wilson ( 2008 ) . argues that the sector is ‘broad’ and as such. instructors are expected more than of all time to ‘offer value for money’ by sing the demands of the presenting organic structures every bit good as guaranting that scholars achieve in a mode in which they are happy with. bearing in head at the same clip. the demands of their parents and employers who may all hold a vested involvement in the learner’s experience. ( Wilson. 2008. pg4 ) .

Wilson farther illustrates that larning in the Lifelong Learning Sector frequently comprises of assorted motives for scholars. significance that. while it may organize portion of the ground. non all scholars enrol on classs to merely accomplish a making. For illustration. the acquisition ends for a 14 twelvemonth old want to derive vocational makings differ greatly from those of a mature pupil returning to instruction following a long calling. When shiping on learning hence. a instructor must see the assortment of persons in their schoolroom. from their old experiences to their acquisition manners. Walkin ( 2002 ) argues that grownup scholars are much more likely to be independent and hence less reliant on a teacher’s counsel in comparing to immature people. Walkin besides states that grownups will anticipate to be treated otherwise and their life experiences recognised by their instructors to afford them esteem. whereas immature people will likely be less defeated if their instructor fails to take their old experience into consideration.

Despite their differing needs nevertheless. Walkin states that both grownups and immature people will react better to methods that encourage active engagement and acquisition. Petty ( 1998 ) positively advocates ‘active learning’ as the best method for learning. He strongly argues that people in general ‘learn best by doing’ ( pg6 ) . Petty besides argues for instructors to promote their pupils to prosecute and take part with their topic. citing an ancient Chinese adage: “I am told. and I forget. I see. and I remember. I do. and I understand” . Wilson besides agrees with Petty on the importance of understanding how scholars learn. She argues the point that a ‘good teacher’ must be able to demo distinction by sing the different demands of their scholars. Wilson agrees that finally. a teacher’s duty is to guarantee that. through sight. hearing and making. scholars engage with their topic. therefore easing the acquisition procedure.

Both Petty and Wilson ( 1998 ; 2002 ) agree that the instructor must construction their instruction by following the instruction and learning rhythm. By placing the demands of the scholar. a instructor is so able to plan effectual lessons with single scholar demands in head and is able to implement acquisition in a assortment of ways that meet those differing demands. One of the ways to place larning demands is through the usage of initial appraisals. In my function as an employability coach. initial appraisals are a critical portion of placing the degrees that my scholars are runing. therefore leting me to be cognizant about outright. which scholars will necessitate farther support. Once I have identified farther support. I am so able to integrate this through distinction. By regularly measuring acquisition. I am able to measure my methods of bringing and novice alteration where necessary. When learning a group of scholars. it is of import for instructors non merely to recognize difference but besides to observe equality by leting scholars to take part reasonably and freely.

This will frequently affect guaranting that scholars are clear on what is expected of them non merely through the scene of larning aims but besides through guaranting that the acquisition environment is safe for all scholars to take part in a non-threatening mode. Francis and Gould ( 2013 ) underscore the importance of puting land regulations in the creative activity of a safe acquisition environment. Their theoretical account to puting land regulations looks at both instructor led methods where the instructor sets the regulations and dictates these to the leaners every bit good as those set in common understanding between the instructor and the scholar ( pg. 19 ) . In my personal experience. the best method has been when scholars have participated in the scene of regulations as they have tended to adhere to them more than when regulations have been imposed upon them. While Gould and Berentsen agree that land regulations can be critical in making a positive acquisition environment. they suggest that the scene of these should non be entirely entrusted to scholars.

Ultimately it is the duty of the instructor to guarantee that any land regulations set emphasise and adhere to those of the establishment and reference and respond to the issue of wellness and safety for the scholars as per statute laws. which instructors are to follow with. Gould and Barentsen ( 2014 ) argue that finally the most of import facet of instruction is guaranting that instructors ‘do a proper job’ . including subscribing and adhering to several statute laws every bit good as a professional codification of behavior. Legislation will all run in nature and instructors will necessitate to be cognizant of the assorted Acts of the Apostless designed to guarantee that they do so make a ‘proper job’ . It is the duty of a instructor to guarantee that they are up to day of the month with altering statute law and turn toing any countries of preparation in their CPD. Teachers are tasked with the duty of guaranting they are cognizant of statute law associating to wellness and safety every bit good as that designed to safeguard vulnerable groups.

Through the cognition of the appropriate statute law. instructors will be able to increase consciousness of their duties and highlight their boundaries. The safeguarding Vulnerable Groups Act ( 2006 ) will cover issues of signposting and high spot to the instructors where their duties to the learner terminal and another organic structure takes over. Gould and Berentsen argue that in order for learning to efficaciously take topographic point. instructors must maintain a grade of ‘professional distance’ . This will let the instructor to ‘maintain objectivity’ . hence leting the instructor to handle the learner reasonably and without bias or favoritism. Gould and Barentsen split boundaries in two sets. with the first looking at professional behavior. while the 2nd portion is concerned with what they term ‘the bound of expertise’ .

This so looks at times where. with the best purposes. instructors may wish to be helpful to their scholars but are rather honestly. limited in the field that scholars may necessitate said aid. For illustration. in the instance where a pupil is sing household jobs or is exposing some grade of mental wellness. This might widen beyond the teacher’s capableness and hence in the involvement of the scholar. the instructor must signpost them to the correct bureaus for support. Gould and Barentsen so suggest that instructors are to be cognizant of ‘internal and external’ bureaus in order to decently help their scholars by ‘referring them on’ .

Decision

Overall. the list of duties for instructors is long and ever-expanding. The sum of statute law that affects the occupation is besides invariably germinating. doing the undertaking to learn more complex than of all time. However. when done efficaciously. instruction can be a long and honoring calling. as it allows the instructor the ability to truly do a difference and have a existent impact on scholars. For the twenty-first century instructor. it is vitally of import to be cognizant of the demands of instruction and the boundaries thereof every bit good as the of all time changing nature of the profession.

The demand. therefore for instructors to put in their ain acquisition and professional development has ne’er been greater. peculiarly in the Lifelong Learning Sector. where important alterations have taken topographic point both in the demands in making for prospective instructors every bit good as cardinal alterations in the standardization of larning. Ultimately. instructors must ever maintain in head their duty to their scholars and the motive that keeps them engaged in larning. It is my belief that through this apprehension. instructors will be able to maneuver their scholars towards accomplishing their makings while basking the journey at the same clip.

Reflection/Evaluation

For this rating. I will be utilizing Gibb’s brooding rhythm to analyze my instruction and to measure any countries of betterment. I chose to present my micro-teach on the topic of Interview Preparation chiefly as a consequence of it being a topic I understand good and learn on a regular basis with my scholars. Interviews and interview readying. are a cosmopolitan issue for many and I felt that given that my current learners’ degree was significantly above the 1s that I teach on a day-to-day footing. interviews would be a good. common land through which I could use similar tilting results. Due to clip restraints. I chose to present my session actioning chiefly Petty ( 1998 ) theory of active acquisition. I felt that the best manner to present the session in such a short period of clip would be to use my learners’ anterior cognition and guarantee that I had activities designed to promote engagement.

Therefore I chose 3 different types of activities to promote group work of different sizes. therefore foregrounding any country. if any for distinction. The bringing itself was designed to promote learner engagement and consisted chiefly of leaners sharing their experiences of interviews while prosecuting with the activities. I chose to utilize a quiz at the terminal for rating as a agency of implanting literacy and ICT. Overall. I felt the session went harmonizing to program. nevertheless. given more clip. I would hold liked to hold included less words on my PowerPoint and possibly incorporated function drama as a manner of giving scholars a different taste tester on the interview experience.

Mentions
Coffield. F. . Moseley. D. . Hall. E. . & A ; Ecclestone. C. ( 2004 ) . Learning Styles for Post D16 Learners: What do We cognize? London: Learning and Skills Research Centre. Francis. M. . & A ; Gould. J. ( 2013 ) . Achieving your PTTLS Award: A Praxtical Guide to Teching in the Lifelong Learning Sector. London: Sage. Gould. J. . & A ; Roffey-Barentsen. J. ( 2014 ) . Achieving your Diploma in Education and Training. London: Sage. Petty. G. ( 1998 ) . Teaching Today. Cheltenham: Nelson Thornes. Walkin. L. ( 2002 ) . Teaching and Learning in Further and Adult Education. Cheltenham: Nelson Thornes Ltd. Wilson. L. ( n. d. ) . Pratical Teaching: A Guide to PTLLS & A ; CTLLS. Cengage Learning EMEA. London: .

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