PTLLS LESLEY JONES Roles and Responsibilities and Relationships in Lifelong Learning Outcomes 1.2 Analyse own responsibilities for promoting equality and valueing diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners 2.1 Analyse the boundaries between the teaching role and other professional roles 2.2 Review points of referral to meet the needs of the learner 2.3 Evaluate own responsibilities in relation to other professionals Introduction
In this part of the unit I will be looking at the boundaries that any teacher has to work to, the role of any teacher and the responsibilities which is required as part of been a teacher. I will look at my own role and professional boundaries within teaching and other professionals. A quote from Bowe.C (2009) “by making sure that equality and diversity are ingrained in everything we do and become an automatic part of everyone’s day-to-day role” are positive words for everyone to abide by including teachers.
| To describe the differences between the three when comes to teaching; role means the part a teacher plays in his/her classroom; responsibilities are things which a teacher must do as part of the job, they must know and follow Legislation and Regulations; and the boundaries which would be professional boundaries set by teachers Code of Practice. 2.1 Analyse the boundaries between the teaching role and other professional roles When working as a teacher, we are expect to work as a professional and to do this we must work within standards, responsibilities and boundaries, boundaries we work to include: * What we can say to student’s i.e not swearing at students * How we act with student’s i.e giving personal details to students and not joining social networking sites * Not giving preferential treatment to any one student
* Working to deadlines i.e staying within lesson plans so work complete to standard * Making sure resources are suitable for all students to use so all students are treated equally * That learning styles are suitable for all students
* Know when and where to refer to other professionals when it’s needed As professionals we also need to remember that any boundaries can have a positive and a negative impact on students, teachers and other professionals and to help understanding and referring to the Codes of Practice (2008) which outlines the behaviours expected from teachers in lifelong learning. When as a teacher we understand these boundaries we then know when something is outside our own boundaries. When this happens we will then know where other professional’s boundaries start. As a teacher we work with students sometimes daily, we could be the first ones to notice if something was bothering a student. A student may start turning up late, not doing their homework, come quiet after been chatty or look like they need to talk. Then as a teacher we could catch them as they leaving to have a quick chat and explain we have noticed; lack in homework, been late etc and then if the student tells you something that is outside your boundaries you would consider passing onto other professionals. 2.2 Review points of referral to meet the needs of the learner When working a professional we need to understand our boundaries and what are outside the boundaries. We need to understand what is appropriate and what is not and how to deal with what is not. This could be either because of lack of experience, skill or training. This is a time when a referral to outside professionals is needed, as an example if a student tells teacher they are been made homeless then a teacher would refer onto housing, counselling and social for help with money. This can be done with refer forms, phone call and letters. The need for referring and to identify the appropriate...
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