Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching/Training Cycle
Task 1: Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The role of teacher is that of facilitator of learning their role may include, leading discussions whilst enabling and engaging students to discuss and participate with ideas. Roles, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle.
The teaching/training cycle can be broken down into five fundamental elements; firstly, identifying the needs of the learner, this will involve an initial assessment of the learner and identifying their learning style with a view to ascertaining whether additional learning support will be required. I work in a voluntary capacity in the role of a mentor for a community based charitable organisation. I predominately work with young people from the BEM community between the ages of 11 and 19 years of age.
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As I do not work in a class room environment it is important that I conduct my assessment of my proteges through alternative means other than a formal assessment. The method I tend to adopt is through one-to-one interviews, where I am able to assess their needs and create an action plan based upon their requirements. My role as a mentor falls into the following categories, providing academic help and tutoring; providing career exploration assistance; providing emotional support and providing social experiences. The second phase of the cycle is plan & design.
I have to ensure that the environment where I am holding my workshop is conducive to the aim of the session, this will involve considering the room layout and ensuring that appropriate resources are available to enable delivery i. e. power point, smart board, text books and hand outs. Thirdly I have to consider how I am going to deliver the session, this would depend on what kind of mentoring I would be delivering and whether it would be via an informal one-to-one session, or a more formal teacher/student scenario where I am delivering to a larger group.
Next in the cycle is the assessment phase, this is carried out using the proteges diary entries which are completed after each meet, the evaluation phase is also reflected upon with aid of the diaries as they enable myself and the project co-ordinator to ascertain if the delivery is effective and whether amendments need to be made for future delivery. Boundaries can create mutual consideration and respect in the mentoring environment. There are many boundaries within a teaching/mentoring role that need to be adhered to in order to maintain a safe, healthy and enjoyable relationship.
It is important that the mentor/protege boundaries do not become blurred leaving them open to be manipulated by either party. It is a priority that I as a mentor conduct myself in a professional manner at all times. A mentor should exercise caution with self-disclosure, by adopting and maintaining a professional stance I in the capacity of mentor can ensure that I am fulfilling my role whilst staying within my professional boundaries and allowing my colleagues to fulfil their role.
An example being if a protege missed a session whilst it may be acceptable to telephone them at their home address on one occasion it would be seen as inappropriate to telephone them continually as this may be deemed as harassment, and the mentor co-ordinator attendance could deal with the absence as part of their role. Task 2: Identify the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work.
In my role of Mentor it is essential that I am aware of the current legislative requirements and that I am seen to be implementing the same accordingly. There are specific legislative requirements dealing with the safeguarding of children in addition to other generic legislation. The Protection of Children Act (1999) the Act deals with actions that must be taken when someone suspects a child is being mistreated, it gives the local authorities the responsibility to act upon any report of mistreatment.
Prior to me being approved as a Mentor it was necessary for me to apply for an enhanced Criminal Records Bureau check, this is the case for all workers working with children or vulnerable adults. The Equality Act (2006) I have use this legislation within a teaching session to emphasis to my students that the fact that they derive from the BME community cannot be used to discriminate them. The Health & Safety at Work Act (1974), states in section2 (1)“It shall be the duty of every employer to ensure, so far as is easonably practicable, the health, safety and welfare of all his employees. ” I am legally bound to ensure a safe working environment for my proteges and myself. The Data Protection Act (1998) is adhered to in within my role with regards to confidential information that is kept on each of the proteges. This personal information is kept within the manager’s office in a locked filing cabinet.
It is also necessary for me to be aware and have an understanding of The Race Relations Act (1975), The Disability Discrimination Act (2005) and The Sex Discrimination Act (1975) as they promote equality and the elimination of discrimination. Task 4: Explain the ways in which you would establish ground rules with your learners, and which underpin behaviour and respect for others It is important for a learning group to have a set of mutually agreed ground rules to ensure that both teacher and student are aware of what is acceptable and what is unacceptable.
These ground rules should be introduced at the beginning of the course and implemented throughout; by setting the scene on the first meeting it enables control and shows professionalism. When I initially met the group I engaged with them in creating our ground rules. By involving the young people within the decision making process I was allowing them to take ownership and responsibility for their actions. It was decided as a group that the rules which we set would cover punctuality; absences; mobile telephones; group work; respect; break times; toilet facilities.
We agreed that in the event of lateness we should enter the room quietly and offer apologizes later, in the event that a young person was unable to attend they should telephone before hand or as soon as practicable possible. In relation to the use of mobile telephones we as a group agreed to switch them on silent mode and refrain from texting whilst in the sessions. When engaging in group work we agreed that everyone would be given the opportunity of contributing and the group would appreciation other members input irrespective of whether or not these held to their own beliefs.
It was further agreed that any refreshments would be consumed during break time and the times of breaks stated. The whereabouts of the toilets were given and the group agreed that when using the facilities during session we should do so with minimum disruption. Task 6: Explain the need for keeping records and describe the types of records you would maintain There are many practical reasons notwithstanding legal reasons for which I in the capacity of Mentor volunteer am required to keep records.
As a community based charitable organisation we are dependent upon our funding from Nottinghamshire City Council, a consequence of us not keeping comprehensive, accurate, legible records can prove financial detrimental to our project. It is the practice within our project to ensure that each visitor to our mentor workshops signs the attendance sheet, stating their name, the date of the session and the time of entry. This sheet is signed by the proteges, employed workers and voluntary workers.
The purpose for this record is three fold, firstly from a health & safety point of view and in the event of fire it provides the fire officer details of who is in the building. Secondly from a funding perspective, it enables us to show our funders what we have done with their money and upon the basis of our attendance apply for more funding. Thirdly it can be used as a legal document should we be required to attend court and give evidence on behalf of our proteges.
Personal details of each protege is obtained and kept, this includes the name, date of birth, address and contact details for the next of kin in addition any medical concerns are also recorded. These records may also include any consent forms that have been given by the young person’s guardian consenting for them to attend off site field trips with the group. Each staff member has personnel file. Contained within these files are; the original application for the post, references for verification purposes, next of kin details, identity documents, Criminal Record Bureau checks and for paid workers back details.
Accident books are also kept on record and in the event of anybody injuring themselves whilst in our care, details of the injury, how it occurred any action taken are recorded. Risk assessments are carried out on a frequent basis in relation to health & safety, fire procedure and any potential risks that we may envision in relation to field trips. These assessments are recorded within a log and kept for a minimum of twelve months. The above records are kept in accordance with the Data Protection Act (1998).