Roles and Responsibilities in Lifelong Learning
Roles, responsibilities and relationships in lifelong learning
As a teacher I have roles, responsibilities and boundaries affecting my learners, which I aim to explore using the various pieces of legislation, regulations and codes of practice, then analyse my own experience and reflective ideas.
According to Gravells (2011) my main role is to teach my subject “in a way that actively involves and engages (my) learners during every session…motivating them…(managing) the learning process…assess their progress, give relevant feedback and keep appropriate records”. In addition, the author describes boundaries as “the constraints you might be under as a teacher (and) the negative aspects to your roles and responsibilities”. In simplistic terms the adage of “changing the things I cannot accept, and accepting those things I cannot change” is apt.
Research Report
The Duty of Care is paramount in any place of work or study and is a legal obligation. This encompasses all other laws, regulations and codes of conduct and offers a safe environment to learners, teachers and employees. The initial use of the Health and Safety at Work Act 1974 provides a set of ground rules that establishes a legal responsibility for the safety of myself and my learners, coupled with the Management of Health and Safety at Work Regulations 1999 and local risk assessments. It is a combination of these which I would implement as good “housekeeping” at the beginning of a teaching session. Looking at Maslow, this addresses the need to provide for the safety and security needs of the learner.
In any environment where children or vulnerable adults are present there are a number of guidelines which must be implemented and adhered to. These include the Protection of Children Act 1999, and the Children Act 2004. These are designed to keep children from harm through a number of methods including the integration of child services across numerous local government agencies, and the use of
As a teacher I have roles, responsibilities and boundaries affecting my learners, which I aim to explore using the various pieces of legislation, regulations and codes of practice, then analyse my own experience and reflective ideas.
According to Gravells (2011) my main role is to teach my subject “in a way that actively involves and engages (my) learners during every session…motivating them…(managing) the learning process…assess their progress, give relevant feedback and keep appropriate records”. In addition, the author describes boundaries as “the constraints you might be under as a teacher (and) the negative aspects to your roles and responsibilities”. In simplistic terms the adage of “changing the things I cannot accept, and accepting those things I cannot change” is apt.
Research Report
The Duty of Care is paramount in any place of work or study and is a legal obligation. This encompasses all other laws, regulations and codes of conduct and offers a safe environment to learners, teachers and employees. The initial use of the Health and Safety at Work Act 1974 provides a set of ground rules that establishes a legal responsibility for the safety of myself and my learners, coupled with the Management of Health and Safety at Work Regulations 1999 and local risk assessments. It is a combination of these which I would implement as good “housekeeping” at the beginning of a teaching session. Looking at Maslow, this addresses the need to provide for the safety and security needs of the learner.
In any environment where children or vulnerable adults are present there are a number of guidelines which must be implemented and adhered to. These include the Protection of Children Act 1999, and the Children Act 2004. These are designed to keep children from harm through a number of methods including the integration of child services across numerous local government agencies, and the use of