‘Roles, Responsibilities and relationships in lifelong learning’ Task AResearch Report
by Pierre-Julien Peyroux
In this assignment I am looking at the roles, responsibilities and relationships of a teacher in the lifelong learning sector, and answer the question of how one can promote appropriate behaviour and respect for others. I am also going to find out about the legislation and regulatory requirements, to later on deal with the boundaries between the teaching role and other professional roles, before bringing a focus onto points of referral to meet the needs of learners. Rather than clearly separating the four aspects, I will intend to show how each and all relates to role and responsibilities of teachers.
It appears essential to go through the definitions of those terms (‘role’, ‘responsibility’ and ‘relationship’) and get to comprehend their meaning of plus what they imply. In terms of sociology, ‘role’ is defined as ‘the rights, obligations, and expected behaviour patterns associated with a particular social status’ (www.dictionary.reference.com) ‘Responsibilities’ relate to ‘the state or fact of being responsible, accountable for something within one’s power’, control, or management’; it is also described as ‘the ability or authority to act or decide on one’s own, without supervision’ (www.collinsdictionary.com), or more commonly referred to as a thing which one is required to do as part of a job, role or legal obligation. ‘Relationship’ is described as ‘the way two things are connected’ (http://dictionary.cambridge.org/dictionary/british/relationship_1?q=relationship). In terms of interaction or friendship, it is seen as ‘the way in which two or more people feel and behave towards each other’ (Cambridge dictionary, online: http://dictionary.cambridge.org ).
It is sensible to observe and agree with the fact that the role of a teacher must continuously evolve, adapting to learners and their needs which keep growing. I consider that learners can be vulnerable to negative feedback, harsh comments or being assessed too critically, too often. Not all students are the same and it is primordial to teach without any preconceptions. It is believed that in return this can have a positive effect on how learners can progress and feel satisfied with their learning experience.(Atherton, 2009).
This far into the PTTLS course it becomes clear that the teacher has numerous roles to play in the learning environment along with many responsibilities. Gravells states that ‘Depending upon where and what you are going to teach, there are many roles, responsibilities and functions you will need to carry out’, (Gravels, A, 2007, p.10). The author gives out a few key tasks for the teacher: ‘completing attendance records, maintaining records of learner progress, e.g. interviews, tutorials, assessments; having a duty of care for your learners, inducting learners to the organisation and course’, but also ‘carrying out one-to-one tutorials and reviews with learners’, along with ‘following professional values and ethics’, amongst others (Gravels, A, 2008, p.10).
Teachers take the role of an advisor, a protector, sometimes they might have to play a psychologist or counsellor role, supporting their learners with any issues and/ or difficulties with learning. The teacher is essentially a conveyor of information, knowledge and skills. It is also part of their role to keep up to date with themes discussed, having done preparation and delivering presentations with professionalism and following a good code of conduct to inspire and support their learners, whilst keeping appropriate contact and interaction with learners. The teacher does have multiple roles: to coach, to facilitate, to instruct which implies being a good presenter; he also is a trainer and a mentor (Gravels, A, 2007, p.11). As I found out during the writing of previous learning journals, some of the qualities...