Teacher roles Research undertaken by LULUS indicates that all teachers undertake the same activities in relation to the teaching cycle: Initial assessment Preparation and planning Delivery Assessment Evaluation Revision based on evaluation Teaching Responsibilities The class teacher’s responsibility is to: Act as a positive role model for students Be fair and consistent Have high expectations of all pupils Make each lesson a fresh start Match the work given to the ability of the pupil Use a variety of teaching and learning styles to engage pupils and encourage DOD behavior Teach all pupils to abide by the Code of Conduct Start and end lessons on time Apply the school’s Behavior Management systems so that learning can take place Follow school procedures on discipline, rewards and sanctions Record incidents as appropriate egg logbook, incident form Communicate with parents Seek help and support when difficulties arise Refer matters to other relevant staff egg SENSE, form tutor, ROD, HO Teaching Levels Associate teacher Full teacher Meanings are explained below “associate teaching role ‘ means a teaching role that carries significantly less Han the full range of teaching responsibilities ordinarily carried out in full teaching role(whether on a full time,part-time,fractional fixed term temporary or agency basis) and does not require the teacher to demonstrate an extensive range of knowledge ,understanding and applications of curriculum development, curriculum innovation or curriculum delivery strategiesћ “Full teaching means a teaching role that carries the full range of teaching.
While associate teachers have fewer teaching role responsibilities than those in a full teacher role ,the quality of teaching is expected to be of an equally high standard. TASK 1 3: Explain ways to promote equality and value diversity. Equality and diversity, or multiculturalism, is the idea of promoting and accepting the differences between people. More specifically, equality is about ensuring individuals are treated fairly and equally, no matter their race, gender, age, disability, religion or sexual orientation. Diversity is about recognizing and respecting these differences to create an all-inclusive atmosphere. Promoting equality and diversity in education is essential for both teachers and students.
The aim is to create a classroom environment where all students can thrive soother and understand that individual characteristics make people unique and not ‘different’ in a negative way. How equality and diversity can be implemented and be valued? First we need to learn their definitions for that purpose ‘Equality’ the state of being equal, especially in status, rights, or opportunities. “an organization aiming to promote racial equality” ‘Diversity’ the state of being diverse. “there was considerable diversity in the style of the reports” Promoting equality and diversity in the classroom need not be a challenge and is something that all children should be familiar with from an early age. This means:
Setting clear rules in regards to how people should be treated. Challenging any negative attitudes. Treating all staff and students fairly and equally. Creating an all-inclusive culture for staff and students. Avoiding stereotypes in examples and resources. Using resources with multicultural themes. Actively promoting multiculturalism in lessons. Planning lessons that reflect the diversity of the classroom. Ensuring all students have equal access to opportunities and participation. Making sure that learning materials do not discriminate against anyone and are adapted where necessary, e. G. Large print or audio tape format. Using a variety of teaching methods.
Using a variety of assessment methods. Ensuring policies and procedures don’t discriminate against anyone. 1. 4 Explain why it is important to identify and meet individual learner needs Identification and meeting learner needs is one of responsibility of teachers. For example your role would be to arrange for a suitable initial assessments to take place. Your responsibility would be to ensure they are carried out at suitable time and place and that the results are used effectively. Student needs can be ascertained prior to commencement as part of the initial assessment recess, during discussion at interview stage or tutorials part way through the programmer.
Some examples of the needs of students might include: Dyslexia English as a second language Financial, health and personal problems Study skills concerns HOW CAN WE MEET THESE NEEDS Needs can include supporting a student who has dyslexia, for example by photocopying hand outs onto different colored paper -we can also signpost students to other programmer, for example literacy and innumeracy,or if possible make adjustments to the learning environment . Addressing student needs an also be met by identifying their learning styles. If students have access to internet ,a quick and easy questionnaire can be completed at www. Park- learn. Com to ascertain whether they are visual, oral ,read/write or kinesthesia(Park). This can be completed prior to or during the beginning of a programmer . The results of these will help plan for effective learning to take place. 3. 1 Explain how the teaching role involves working with other professionals.
Teaching role involves working with other professionals. Teachers and support staff are increasingly working with other professionals in multi-agency teams. The focus of these teams are the ‘whole’ child and that is driven by the Every Child Matters agenda and its five aims that every child should: be healthy stay safe enjoy and achieve make a positive contribution enjoy economic well-being. School staff need to have good relationships with other practitioners such as social workers, nurses, Gaps and educational psychologists. This may mean building knowledge and trust through joint training or working, or encouraging others to support what the school is doing in areas.
Schools will also be working towards the Every Child Matters outcomes through: common processes, including the Common Assessment Framework and the new information sharing index Partnership working with a wide cross-section of organizations and people, egg the children’s trust, parents and the wider community, voluntary groups and the private sector. These groups will be expected to work together using various tools that the government has developed to support integrated working. 3. 3 Describe points of Referral to meet the individual needs of learners. Points of referral Although inclusion is about supporting learners’ needs, it is not always possible for teachers to do this without support themselves. You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners.
If you have a line manager, he or she should be your first point of contact for referral. If you have team meetings or contact with other teachers, your colleagues may also be able to help through their own previous experiences. Support may be available in your own organization, through a learning support department or from Skills for Life specialists. Some organizations have specialist resources for supporting disabled learners or may be able to provide a learning support assistant. It may be appropriate to refer a learner for an Information, Advice and Guidance (GAG) session either within your own organization or to an external organization.
Have a look at this report: http:// www. Libertarianism. Co. UK/gag/Newport. PDF Many of the voluntary and charitable organizations have websites with advice about teaching strategies to support people with sensory or physical disabilities or may be able to supply resources. Points of referral will differ according to the type of organization you work in; it is your responsibility to find out what support is available locally. Task 2(under process) 3. 2 Task 2 Explain the Boundaries Between the Teaching Role and Other Professional Roles Teachers need to set professional and personal boundaries to define limitations between learners and colleagues. Professionalism requires us to maintain appropriate standards and fulfill our responsibilities to learners, institutions and colleagues”. The Institute for Learning (FL) has developed a code of practice that outlines required behaviors of learners and employers. (FL Code of Practice 2008). This code has six main areas: Integrity Respect Care Practice Disclosure Responsibility Teachers should have personal boundaries. These include not disclosing personal information to learners. Not being involved with the learners on a social aspect especially joining them on social networks. Teachers should refrain from touching students or showing any favoritism that could lead to preferential treatment. Teachers should stay within their professional boundaries.
They shouldn’t get involved in areas outside their expertise. They should refer the matter to the appropriate person or department that has the skills. Boundaries of a teacher include: Making telephone calls to learners but not harassing them. (For example you can call your student once if he was absent, but calling him ten times would be inappropriate. ) Getting friendlily with learners and getting personal with learners. (For example joining learners on social websites. ) Getting emotionally involved. Teacher should always keep contact only on a professional level. We should avoid touching students inappropriately and showing more attention to some students than the others.
