Roles and Responsibilites of a Teacher

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It is the intention of the writer to identify and assess the ‘Roles, Responsibilities and Relationships’ of teachers in the Lifelong Learning Sector. These are vast and far reaching which often makes it difficult to define a role or responsibility. Francis and Gould (2011, p. 5) describes roles and responsibilities as ‘expected behaviour associated with a position’, whilst Gravells (2006, p. 9) states that ‘there are many roles, responsibilities and functions’ which may include ‘following professional values and ethics.’ Gravells (2012, p. 10) suggests that teaching and learning should be based on a cycle and teachers should follow the cycle to be effective. She calls this the ‘teaching and learning cycle’ and it is the writers aim to illustrate how this impacts on the roles and responsibilities of teachers. The writer will also explore how these influence students learning experience, progress and achievements. Gravels (2012, p. 10) ‘teaching and learning cycle’ consists of five components, and can be followed from any stage. However, for teaching and learning to be purposeful for all students identifying the needs of students and organisations should be the beginning of the cycle. Maslow (1987)(see appendix diagram1) believed, that students had ‘five needs which represent different levels of motivation which must be met.’ These included ‘Physiological’ and ‘safety/security’ needs. It could be argued that the needs of all learners must to be taken into account when creating an effective learning environment. This includes getting to know the individual learner, their learning preferences, any barriers to learning they may have or identifying any individual learning needs. This is in accordance with Ingleby, Joyce and Powell (2010, p.7) who state that it is important for teachers to find out about and identify any specific barriers to learning and identify any special needs. This can be done by initial assessments to determine students individual needs, starting points or learning objectives. This is in agreement with Gravells (2012, p. 58) who states that ‘ascertaining individual needs, learning styles and goals’ of all students ‘promotes inclusive learning.’ This forms the basis to enable teachers to appropriately support all students to reach their learning goals. This is also in accordance with Ofsted (2012, p. 6) who states that staff should ‘initially assess learners’ starting points’ to enable them to ‘meet each learner’s needs’. Identifying all learners starting points and learning preferences at the beginning of a course enables lectures to differentiate their lessons to ensure they meet all learners needs. It also enables them to monitor students’ progress and their own performance. The writer demonstrated their understanding of their own role in identifying individual learning needs during a micro teach session. Blue hand-outs were given to students with dyslexia, as they found it easier to read on blue paper, ensuring all students were fully included. According to Petty (2001, pp.123-125) all ‘students learn in different ways or styles’. He suggests that teachers should meet all students different learning styles. This is in agreement with Honey and Mumford (1986) who suggest that learners have ‘one of four’ learning styles. It could be said that all lessons should incorporate all learning styles to meet all learners needs. However, Ingleby, Joyce and Powell (2010, p.17) state that teachers should support students to ‘work effectively in all styles’. This helps to vary learning and make it more thought-provoking. This is in agreement with Coffield (2004) who states that learning style theories are mostly "unreliable, invalid, and have a negligible impact" on learning. Gravells (2012, p. 63) also suggests that ‘when creating your scheme of work, it is useful to know something about your students; for example their previous knowledge and their learning styles.’ Planning learning can be seen as the second stage...
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