Role, Responsibilities and Boundaries Within Teaching

Topics: Education, Teaching, Educational psychology Pages: 4 (1173 words) Published: July 28, 2011
Course Title .Understand own role, responsibilities and boundaries of role in relation to teaching Chris Hirst

PTLLS Preparing to Teach in Lifelong Learning Sector Level 3 Award

Depending on the organisation, your role, responsilbities and boundaries as a teacher will depend on five areas of the teaching/learning cycle. The purpose of the cycle is to educate, communicate, and motivate students to learn.

Identifying the learners needs
Role of the teacher is to identify the individual needs of the students. The teacher’s responsibility is to attend organisational events. These are informal meetings, where the learners may be given advised on the relevant courses to suit their qualification and needs .The teacher may also ask the student to attend a formal intererview. This may involve a skills test which could identify areas of weakness, either numeracy or literacy. The purpose of this is not to exclude students, but to offer support where nesaccary. Planning the Teaching Session

The role of the teacher is to decide what is required to enable teaching to take place. Their responsibility is to follow a syllabus from an awarding body or from a non accredited programme, both of these a workbook will be provided .This will give guidelines on the courses. The teacher is also responsible for producing a scheme of work. The frame work for this may include the following, who will attend the session, aims and objective, activities required and resources needed. Facilitating

The next stage is facilitating, or enables learning. The teacher’s role is to, communicates appropriately, conforms to a code of conduct, establish grounds rules, maintain a duty of care, and teach in a way that is inclusive and engaging using a variety of teaching methods. The teacher’s responsibility is to communicate effectively. This can be achieved through several methods. Oral, Written, and...
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