UNIT 008 – ROLES, RESPONSIBILITIES AND BOUNDARIES
Every profession has roles, responsibilities and boundaries; governed by copious legislation and directed through company policies/ procedures. These ensure objectives are met and identified persons can be made accountable for their functions. In the teaching/ learning sector however, roles can be blurred and legislation somewhat confusing, suggested by Holtrop (1997) “Obviously teachers wear many hats; friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties”. Nonetheless, the protection and safety of individuals and groups is the fundamental principle, and can be broken down into three key areas; indiscriminate/ appropriate behaviour (Equality Act 2010), personal safety and in the work place (Health & Safety Act 1974) and data protection (Data Protection Act 1988). When working with young people, additional safeguarding is required and can be met through such legislation as The Children Act 2004 and The Work and Families Act 2006. In my role as a tutor in alternative education provision, a large number of my students are referred by Social Services, YOT’s and Police. Therefore our Confidentiality, Health & Safety and Equality & Diversity policies must be read by all staff. CRB checks and risk assessments are also paramount. Such codes of practice can provide different, relevant directions to specific learning environments. To simplify and clarify governing factors, obligations are structured by the teacher/ training cycle. Consisting of 5 stages, the cycle seeks to identify clear roles, responsibilities and boundaries. Some teachers are involved in more than one stage as described by Holtrop, but under the cycle it is less disconcerting. In my teaching environment at PYP, I am involved in all of the stages and will therefore cover objectives for this assignment under the five headings.
This is the stage of assessment, whereby the learner needs are identified and accommodated to promote equality, diversity and inclusion. By reflecting on individual differences the course can be designed to reach all learner needs and styles. This is supported by Wayt (2008) explaining “Assessing varying learning styles within a group and considering learner’s motivation and previous experiences helps identify various teaching methods that could be useful throughout the programme. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective”. This particularly relates to PYP as our students have encountered negative learning experiences and can be highly disaffected. The initial assessment is performed by their referral agency in a pre course questionnaire which also identifies learner abilities and informs of medical history. This is shared before the first meeting with project coordinators. This process is essential as the content of our social education could be determined too graphic or sensitive for younger/ more vulnerable young people. Often it proves a difficult procedure as some students have been naturally conditioned to not disclose much information. Therefore it is important to be able to assess suitability and identify further referral such as SEN, managed by strict confidentiality practices. This stage can recur throughout the learning experience so is necessary to seek guidance from a range of theories, including Maslows Hierarchy of Needs and ECM guidelines .
Stage one is repeated again when the class first meets by establishing boundaries within the group, creating ground rules. This identifies the group needs and passes some responsibility to the student. An agreement that is signed and made visible for all to see, sets the tone of the...
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