Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching/Training Cycle.

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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. As I do not work in a class room environment it is important that I conduct my assessment of my protégés 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 protégés 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/protégé 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 protégé 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...
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