What Are the Roles, Responsibilities and Boundaries of a Tutor?

Topics: Education, Learning, Educational psychology Pages: 5 (1169 words) Published: October 3, 2011
What are the Roles, Responsibilities and Boundaries of a Tutor?

An important responsibility at the start of each course is for the tutor to explain the syllabus, objectives and expectations from both the learners and tutor. They must also explain any health and safety requirements and evacuation procedures. The role of a tutor is to ensure all the learners have the same opportunities in achieving their goals. The tutor is responsible for delivering; safe, accurate and up-to date information on the current standards, which is stimulating and sincere towards the learners needs. They must ensure there is no favouritism or bias towards certain learners.

A useful method to ensure all roles and responsibilities are carried out is by using the six steps of the Teaching and Learning Cycle covered below.

1)Assessing the learners’ needs.

Prior to starting the course, the tutor would assess the learners and their learning style; this can be carried out by using questionnaires. For most college courses an interview will be required, an initial assessment to discuss any additional learning support could also be carried out at this time. In hairdressing, if a student has been working in the industry and decides to continue their training later, a practical assessment may be required to establish their competency.

2)Planning and Preparing teaching sessions.

Before a course starts, a Schemes of Work (SOW) is established covering the syllabus set by the awarding body; this breakdown enables the tutor to identify which part of the syllabus is being taught. Each week should include the Topic or Skills to be covered, resources required and Assessments carried out. Trips to Hairdressing shows should also be included.

The lesson plans are then compiled; these cover each session to a time scale. They include each student’s individual learning styles and support needs, Tutor and Student activities, resources and assessment procedures. As the assessment procedures may be practical and require direct observation, they can vary each session.

The lesson plans/SOW must incorporate the “Every Learner Matters” criteria. Tutors’ should have a backup plan as sessions may change due to unforeseen circumstances. The SOW/lesson plans must be detailed and updated, ensuring the smooth running of sessions and Ofsted inspections.

3)Delivering and Managing the learning process.

Hairdressing teaching methods require interaction with learners and the public. These sessions are carried out either in a classroom or a Real Working Environment (RWE). As a result of the wide and varied teaching methods, good communication is vital for the theory sessions and practical demonstrations.

Some sessions include trips to watch/take part in Hairdressing competitions, or to wholesalers to learn about areas covered by the Hairdressing industry.

4)Supporting the learners needs.

The support of the learner changes constantly, this occurs due to confidence in both practical and theory sessions, or if they have a problem within a certain area.

One to one tutorials are useful in supporting learners, either in a work place or college. Candidates’ may require additional support in theory sessions; I would be responsible for providing this support or a referral to the correct person. If their practical work required support, this could be achieved by additional models for the salon, which would then be included into a future lesson plan.

5)Assessing the learning.

Hairdressing has various assessment methods to ensure candidates are both practically and theoretically competent to current standards. This is achieved by direct observations and witness testimonies within the salon, simulated activities, written exams, oral questioning and assignments.

6)Evaluating the course.

As a tutor I would strive to deliver the best course possible. The learners would complete an evaluation questionnaire upon completing the...
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