Roles And Responsibilities In Education And Training

Roles And Responsibilities In Education And TrainingUnderstanding characters, responsibilities and relationships in education and trainingOxford Dictionaries defines a role as the function assumed or part compete by a person .in a particular situation. It defines indebtedness as a thing which one is required to do as part of a job, role, or legal obligation. The role of a instructor is varied and you be required to wear m whatsoever hats friend, counsellor, judge, mentor, hundreds of roles and contrary roles for distinct classes (Holtrop, 1997). The teacher require to create a safe scholarship environment, facilitates open communication, and encourages students to discuss the material, whilst assessing the various encyclopedism styles in order to hold the most appropriate article of belief methods. It is beta that any students hurt constitute admittance to the reading.The roles and responsibility of the teacher chiffonier ruff be still in terms of the teaching cycle. This is based on the instruction cycled certain by David. A. Kolb (1984). Identifying necessitate and planning The teacher (as an evaluator) pick ups to assess the students in order to establish their acquirement styles. A widely physical exertiond learning style toughie in education is known as VARK (Fleming 2006). It is of the essence(predicate) to transform previous learning comes and such(prenominal)(prenominal) factors as special educational ask. Having completed the assessment and established their ask. The teacher needs to develop a lesson plan, reaching all the students and that go out deliver the learning out dress out abouts. Designing the learning The teachers role is to develop a lesson plan to tick off the syllabus/ line of merchandise material are completed on time, taking into bet the course length and school terms avail fitted. The teacher needs to design the sessions exploitation different teaching methods that take into compute the studen ts learning styles. He give also need to consider the resources required and the assessment methods to be used. hold (facilitate) The teacher (as facilitator) needs to deliver the plan of learning in such a manner to en received students are engaged and focused in each session. Students will need to deduct the aims of the session and the outcomes expected. The teacher needs to deliver the planned session material, using the various resources, activities (e.g. resolvesheets, QA) and teaching methods place during the design stage. He needs to be mindful that he may need to adapt the session if students experience difficulties. Assessing The teacher (as the assessor) is responsible for the endless assessment of the students in order to get word students are involved and understand the session. It is principal(prenominal) to use a cast of methods. Two of the most genuine are formative assessment which contributes to learning through providing feedback, and summative which d emonstrates the conclusion of the learners success in meeting the required criteria. It mustiness impart the teacher and student with a clear picture of the students taking into custody and progress being made. The assessments need to be reli fitted and consist modify the teacher to provide any help required to make changes and remedy the students progress. Evaluating cheque learning and initiate change. The teacher must make sure all the administrative and organizational requirements have been completed, included the requirements by international bodies (i.e. awarding bodies). The teacher needs to evaluate the results of the students in the context of the course design, learning methods and resources used. This reflection needs to use to make the next session more successful.A teacher in the life-long learning sector needs to interact with other headmasters depending on the situation. These may include managers, other keep back staff (e.g. librarians, technicians, facili ties staff) administrators, managers, employers and governors. These conflicting demands may cause strain for the teacher. A teacher may be required to call on the expertise and advice of others in order to resolution issues faced by students e.g. abuse, illness, financial hardship, bullying, stress, study skills issues and depression. It is valuable to learn when a particular circumstance falls within their role or when it is more effectively dealt with by another trained master key. very much there is no clear line and it will depend on the issue the teacher is faced with, also causing strain. There are a variety of functions and professionals available to the teacher within the organization. A teacher is unlikely to come into contact with external professionals (e.g. Citizens Advice, Social Care), without prior privileged consultation.A teacher must understand his own professional boundaries by acting professional, behaving appropriately towards students, being observant, ma naging inappropriate behaviour, creating a safe learning environment and only meeting students at the place of learning. He will undertake other many roles. Boundaries can be understood as the need to recognise role limitations and understand when further help is required, beyond what can be given. This is a point of rivalral and will depend on the nature of the student, the nature of the issue and the nature of the role the teacher is in. The teacher may identify behavioural issues and refer early to the tutor to resolve this. He may suspect undiagnosed cases of dyslexia or dyscalculia in more mature students and after discussions with the student, refer him to the learning support for assistance. A teacher may suspect a safe guarding issue (e.g. bullying at home or some form of abuse) due a students behaviour. This may be a vulnerable adult in a care situation. He should discuss this with the safe guarding officer and refer the student. The safe guarding officer can share inform ation with other organic law to ensure appropriate action can be taken.Legislation applies to the womb-to-tomb learning sector and teachers must ensure that relevant legislation is met. It is important to keep up to date as it can change. A cloth of acts has be implemented for the auspices of children and vulnerable groups. The first, shield of Children Act 1999 requiring adults who come into contact with children or vulnerable adults to be subject of an enhanced check by the Criminal Records Bureau. This was followed by the Children Act 2004 Every Child Matters mixed bag for Children (ECM). EMC promotes the well-being of children, young people (aged 0-19) and vulnerable adults focusing on quintuplet outcomes Be healthy, Stay unassailable, Enjoy and achieve Make a authoritative contribution and Achieve economic well-being. It introduced the requirement for information to be share between organisations. The Safeguarding Vulnerable Groups legislation 2006 aims to prevent un suited people from functional with children or vulnerable adults by vetting (Disclosure and Barring Service) all those who wish to do such motion and barring those who pose a risk of impairment based on the information held. Within FE institutions the role of the Safe guarding officer brings all these requirements together, ensuring sharing with other groups takes place. Health and Safety at Work 1974. This sets out the general duties employers have towards employees and members of public, and employees have to themselves and to each other. It defines the duties (so distant as is reasonably practicable) the employer has to look at what the risks are in the work place and to take sensible measures to tackle them. The teacher must ensure learners are briefed appropriately to ensure a safe classroom (e.g. excitation briefing), and to undertake risk assessment for any activities outside the classroom. Data Protection Act 1998 defines the law on the processing of personal info and governs the egis of personal data held by companies and organisations. It sets out eight data protection principles that are required to adhere to. There is an exception allowing the sharing of data for safe guarding. A teacher must follow the policy set down by the organisation using the systems and tools provided e.g. attendance tracking, progress tracking etc. comparability Act 2010 protects people from discrimination in the work place and wider society. It brings together several(prenominal) pieces of legislation covering discrimination. It defines a procedure of protected characteristics (age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, waken and sexual orientation) for which groups or individuals cannot be discriminated against. The teacher must be aware of these and ensure that he is inclusive and does not exclude any student. A teacher needs to be aware of the role of a crook of other bodies such as Ofqual regulates qual ifications, examinations and assessments in England. Its task is to maintain standards by recognising and monitoring organisations that deliver qualifications. Ofsted inspects and regulates services which care for children and young people, and those providing education and skills for learners of all ages. It set standards of teaching in schools and colleges, initial teacher education, work-based learning, and other such services through an inspection/regulatory framework in England. It is important that teachers know and understand Ofsteds inspection framework. awarding bodies develop and award qualifications to meet the needs of learners, employers and other stakeholders. They focus on developing qualifications, approving centres to deliver these. Teachers work closely with these bodies in the development of courses and delivery. Institute for Learning (IFL) is the independent embody for individual teachers, trainers, tutors, assessors and other professional the further educati on and skills sector. It is important as it introduced a code of surgical operation (2008), covering professional integrity, honor, reasonable care, and professional practise, thus providing a professional standard for FE teachers. Membership became voluntary (2012). Many of its responsibilities will be transferred to the Education and Training Foundation (2014).Task B reflective accountExplain why it is important to promote appropriate behaviour and respect for othersIt is important to promote appropriate behaviour and respect for others to create a safe learning environment in which all students will have an equal opportunity to learn. This can be achieved through a delimitate set of ground rules for the group of learners. There are a variety of ways this can be achieved. I can set them as the teacher, or the learners can set them or we can do it together. It is best to have the rules agreed jointly and this can be done in a group discussion. Students are more likely to follo w these yard rules as they participated in their formation and will tang ownership. Ground rules should be written down and a copy given to all students and displayed in the classroom. I as the teacher still have a substitution role as Wallace (2007) states The teacher can themselves provide a model of appropriate behaviour. My behaviour needs to reinforce the ground rules by me being on time, treating all students as individuals, supporting students as necessary, teaching in an inclusive way and encouraging students to behave in a positive way. This will establish a positive and respectful workings relationship, enabling me to focus on managing and challenging inappropriate behaviour demonstrate by any of the students. The methods used by me need to address issues early, they need to be non-judgemental, not put a student down, or use inappropriate language. The key is to maintain respect. Explain ways to promote par and value miscellaneaIt is vital to promote equality and div ersity in the FE sector. As a teacher I have to be inclusive and accessible to all my students, respect and celebrate the diversity of them as individuals, and ensure that I exclude no one through my actions Equality I must ensure that every student is treated in the same way and I meet their needs, and if need be in different ways. All students are entitled to be taught according to their needs irrespective of differences. I will have assessed each students learning style, and I have to adapt my teaching style to help students overcome any learning difficulties they might have. I need to take those differences in account when I delivery the course material, and have the appropriate resources available for students with disabilities or learning difficulties. I need to ensure classroom is physical suitable for all the students. I must challenge any inappropriate behaviour e.g. inappropriate discriminating language, bullying. Diversity This applies to everyone regardless of age, sex, religion, race, or nationality. As a teacher I have to recognise that students learn in different ways, and to take this as well as their social/cultural backgrounds and the experience they bring with them into account. Lesson plans must include realistic learning challenges students can achieve, whilst allowing for diversity through differentiated activities. I must be prepared for these activities. These activities can draw on the diversity within the group e.g. different religious festivals, living in different cultures/countries, and different life experiences.Explain why it is important to identify and meet individual learner needs petty larceny (199869) states All students must feel that they are positively and equally set and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equ ally accepted and valued by you, and the establishment in which you work. It is important for me as the teacher to identify and meet individual learner needs in order to ensure students can learn and achieve their goals irrespective of any barriers that might exist such as race, gender, social group, disability, age, sexual orientation or religion. Every learner must have equal access to the learning opportunity so he can maximise his potential. I do this by identifying needs of the students through continuously assessing their progress and their performance during the course and individual session. This taken with my previously established understand of their learning styles will allow me to prepare the session material in several ways to ensure all students needs are meet, that they are able to fully understand meet their learning outcomes. I must provide any students with special educational needs support within the regular(a) session and not to isolate them. By understanding th e students needs I can use a variety of different teaching styles (e.g. language, body language, visual aids, and multi-media material) to ensure none of the students are isolated and are able to fully participate in the session. It is also important to understand the students needs as this will enable me to gain an insight in what motivates them and why they want to learn. I can engage them more fully in the learning experience, leading to improved outcomes for them. In teaching Maslows hierarchy of needs (Maslow.A.1943) and the expectancy-value theory of motivation (Eccles.J.1983) provide a framework to understand motivation.