The Roles, Responsibilities and Boundaries of a Teacher and Establishing Ground Rules Within a Learning Environment
The roles, responsibilities and boundaries of a teacher and establishing ground rules within a learning environment In this assignment I will explore my role, responsibilities and boundaries as a teacher within the teacher training cycle and will analyse the different ways in which I would establish ground rules with students which may promote good behaviour and respect for other students who are participating within the same learning environment (Gravells, 2010).
According to Clarke (2006) the role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. My main role as a teacher is to facilitate the inclusion and communication of all students that will encourage them to enter into a wider debate surrounding the subject area they have chosen.
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To ensure sessions’ aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. My responsibility as teacher will be to identify need and at the start of the course and try to build an effective learning group. This can be achieved by me as the tutor using ice breakers at the beginning of the course this can ensure that the learners feel included and safe in the group.
I could set up a coffee break for the learners, promoting them to socialise outside of the group. In the middle of the lesson I could use question and answer games that would remind the learners of the content of the lesson and at the end of the lesson I would encourage the learners to recap on what they have learnt by taking part as a group in a quiz (City and Guilds, 2010). One or two of the learners in the group may at the beginning of the course be petered by speaking in front of the rest of the learners.
Group work could be achieved by me as the tutor dividing the learners into different groups and those Within the learning environment I will need to establish ground rules. Students differ when it comes to behaviour and respect for other students, therefore establishing ground rules will need to compensate for this difference. Group discussions of expectations and inclusion of all views may ensure that every student feels heard and included. This form of inclusion can facilitate a memorable establishment of ground rules/boundaries which are individually as well as collectively meaningful.
However, this may be compromised by students with special needs such as auditory problems and students whose first language is not English these issues if not catered for can hinder the inclusion of that demographic of student when establishing ground rules (Feiler and Watson, 2010). When discussing ground rules with learners it is important for me as the teacher to establish the rules of the student which may reflect their commitment to the teaching/learning relationship.
My own ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for classes to start and finish promptly. I would reciprocate to the students /learners’ commitment to completing assignments by making sure that all marking is completed and returned in equally good time. Further rules to ensure students get the most out of their learning experience encompasses my making sure all have an equal voice when expressing opinions (General Teaching Council, 2009).
However, the issue of ground rules within the Teaching Codes of Conduct and Practice for Registered Teachers can produce ethical dilemmas such as young people disclosing to me confidential information about their personal lives. According to the Department of Children Schools and Families all professionals are advised to remind the young person that “due to the nature of what you are about to tell me I am obliged to inform my manager or the relevant child protection officer for organization of the content of the conversation” (p 315).
A student wishing to seek my confidence with a personal matter of that nature after hearing such a statement might be reluctant to divulge any information which could heighten that young person’s risk. To conclude this assignment has looked at the teaching/training cycle which may provide a cohesive structure where by roles, responsibilities and boundaries can be assessed and reflected upon. However, the issue of inclusion for students with special educational needs may increase the administrative tasks of the teacher thus restricting their time to provide quality material to the student’s relevant subject.
The structure of the cycle does not take into account that students may be experiencing personal difficulties at home. However, according to the Training Cycle (2010) an understanding of the role, responsibilities and boundaries within the teacher/training cycle can remain core to achieving a greater understanding of the aims and objectives relating to development of the students and the course.
City and Guilds, (2010). Preparing to Teach in the Life Long Sector, Hampshire, The Magazine Company. Clarke, A. (2006) Teaching Adult ICT Skills, Exeter, Learning Matters Department of Children Schools and Families, (2010). Working to Safeguard Children, London, Stationary Office. Feiler A and Watson D, (2010). Involving children with learning and communication difficulties: the perspectives of teachers, speech and language therapists and teaching assistants, British Journal of Learning Disabilities, 38 (2), p 13-21 General Teaching Council, (2009). Code of Conduct and Practice for Registered Teachers, Birmingham, Victoria Square House. Gravells, A. (2010) Passing PTLLS Assessments, Glasgow, Learning Matters. The Training Cycle, (2010). The Training Cycle Model available at http://thetrainingcycle. co. uk/index. php? id=5 [accessed on 26/01/2011] Williams, J (2010). Workforce Remodelling, Available at http://www. teachernet. gov. uk/wholeschool/remodelling/bursars/Impactonremodelling/JudithWilliams/. [Accessed at 27/01/2011]