Review What Your Role, Responsibilities and Boundaries as a Teacher Would Be in Terms of the Teaching/Training Cycle and Analyse Different Ways in Which You Would Establish Ground Rules with Your Learners, Which

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Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle and analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. Role, responsibilities and boundaries are qualities that are constantly evolving within the teacher in terms of assessment, planning, designing and reviewing and this can be developed and reflected upon using the teaching/training cycle:

It is called a cycle as you can start at any point, but you must follow through all the other points for teaching and learning to be effective (Gravells 2008:27) The role of the teacher is to facilitate learning by identifying and analysing the needs of each individual learner. Regarding responsibilities, teachers must ensure they are knowledgeable in their specialist subject and maintain this through continuous professional development (CPD). They must be aware of relevant guidelines, legislation and codes of conduct regarding their specialist subject whilst maintaining records and giving appropriate support to each learner. With regards to baby massage CPD is developed through newsletters from Peter Walker (online) and research. The boundaries of the teacher are to know their own limits personally and professionally whilst remaining in control and being as fair and ethical as possible. Other factors which require consideration are institutional and environmental barriers which can affect each individual learner. Each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased. (Petty 2004:496) There are many things to consider when identifying the needs of the learner; one is carried out before teaching by means of an application form which will provide information of any additional needs. It is vital as a teacher to have the relevant information for every learner, as some may need extra support if they are Dyslexic or may need specialist equipment. When teaching baby massage it is essential to know from the beginning if a child has hip problems or a disability due to the nature of the programme being delivered. Safeguarding the needs of the learners is paramount therefore Health and Safety, equality, inclusivity and diversity, form part of the vital legislation required in order that needs of the learner take place. In relation to baby massage a risk assessment of the room must be made before the Learners are told of the location of fire exits and assembly area and a first aider must be in the building. All learners must be included regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age. Establishing ground rules from the beginning is a necessary role in that it will enable the teacher to come back to them should the need arise. “Without ground rules, disruption may occur and affect the learning of your group” (Gravells 2008:7) When teaching adult learners some learn-ers may have had previous educational experiences which were a bad learning experience for them, this could affect the way they learn. Another role of the teacher is to be aware of the different types of establishments, such as colleges, private companies, institutions, work and practice-based environments. Knowledge of the environment where the teacher will deliver and facilitate learning will play an important part and needs to be addressed in terms of facilities, resources and room available in which to deliver the training. Basic essentials such as toilet facilities and access to water and drinking materials are an essential requirement. In relation to teaching baby massage, it is important for the room temperature to be correct as babies will be undressed for the duration of the teaching. Planning and preparation are vital to the learning cycle and a scheme of work and session plans enables the teacher to design activities for the course....
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