Dtlls 223 Wider Professional Practice

Topics: David A. Kolb, Experiential learning, Education Pages: 5 (1294 words) Published: October 20, 2010
Dtlls 110
Roles, responsibilities and
boundaries within teaching
Carolyn Handley I teach ceramics to level students in a certified class.

My role as a teacher is to create stimulating classes giving the learners the opportunity to develop and achieve skills associated with ceramics practices. I start by firstly understanding the assesment criteria set out by the AS board, to make target points before I can set out a scheme of work, aims and objectives for the class.

The As paper for A Level exams states “candidates should be introduced to a variety of experiences, employing a range of media prosesses and techneques to the chosen area of study“. Therefore I understand I need to help my pupils develop their ideas through sustained investigation informed by contextual and other related sources . They will need to produce a body of work that shows experimentation with media, materials and techniques. I know then I need to guide them to appropriate recourses, media, techniques and processes, reviewing their ideas as their work develops.

My role is to enable pupils to develop a language in ceramics so they may express ideas and intentions in an assured and confident manner. In my role I need to understand proffessional boundries within which to work. Duty of care in schools is a paper set out for schools by The department for children, schools and family’s. Knowing what is acceptable and none acceptable behaviour conducted in class is essential to carry out a professional role.

Suitable language must be used by all persons in class. Use of abusive language will not be tolerated. Inappropriate behaviour will be delta with by staff members. All pupils have the right to be safe and comfortable. If a pupil has a need such as the need to take medicine they will be given the opportunity to take it with, privacy and discretion. A pupil who has learning difficulties would be directed to a body or department where they can receive support, help and advice. All pupils in need of help with any problem obscuring them from learning will receive assistance whether that is a different chair for a bad back or the former.

Understanding limitations in professional boundaries is equally as important, e.g. teachers should not administer any medication or first aid to any pupil who needs medical attention. Should such a situation arise the matter should be dealt with by a medical professional or parent/guardian. Pupils should never be touched or grabbed. Physical boundaries must be adhered to for the safety of teachers and students.

Real example: one of the girls in my group stated when asked ,if anyone would have trouble lifting and caring clay . She said she would as she damaged her back in a car accident. Having been made aware the group and I assist her in carry her materials and she can carry on her studies uninhibited. Every child matters cover these considerations. E.g. 3.8 of the charter “children and young people with disabilities/learning difficulties are helped to enjoy and achieve“.

During other classes I also make it clear that if anyone within the group needs to talk to me about any matter I would be available to talk to at the end of the class. My responsibility as and a ceramic tutor is to ensure the whole group achieves through appropriate process and assessment. Preperation is first. Checking resourses, which class im using, making sure the group has accsess to water, important when using clay. Providing tools and equipment for everybody is addressed .

I am also responsible for knowing which materials are appropriate to use in...

Bibliography: “A Level Design Specifications for exams 2009 onwards (Version 2.0). Scheme of Assessment”
“Department for Children, Schools and Families: Government Guidelines”. P.2 of ENAG.
“Every Child Matters” (3.8 Enjoy and Achieve, p.4)
Kolb, David A. “David A. Kolb on Experiential Learning” (http://www.infed.org/biblio/b-explrn.htm)
Gravells, Ann. “Preparing to Teach in the Lifelong Learning Sector”. P.40.
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