Ptlls Level 4 a 2

Topics: Education, Discrimination, Learning Pages: 13 (4028 words) Published: June 12, 2013

Understanding own role, responsibilities and boundaries of role in relation to teaching

“The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.”  ~William Arthur Ward. This quote was taken from the website:

While teachers have a huge demand on their time, they need to understand where their role starts, ends and the boundaries they can safely negotiate in. This not only safeguards them but ensures they remain objective, fair ethical and not discriminate in any way.

As according to Henry Brooks Adam “A teacher affects eternity; he can never tell where his influence stops.” As a result teachers need to know their roles, have clearly defined boundaries, are aware of government and institutional regulations with specific regards to procedures, policies and law. As teachers are in a special position they should be able to refer matters to appropriate agencies while allowing for all students to be treated equally and fairly amongst their peers. Treating learners equally will allow for them to be included within group work and not be alienated or left on the outskirts of the group. Record keeping is another important aspect of teaching as this allows for learners to see their progression, organisation to review teacher’s skills whilst also allowing awarding bodies to analyse the benefit classes have on learners. Functional skills, involving English, Mathematics and Information Communications Technology (ICT) need to be constantly assessed for progression. This is because the continuous development of learners will mean they continuously improve their chances to be employed once they have left the class. Ground rules allow for learners to be safe in the knowledge that they will not be picked on whilst creating a set of rules for learners to abide by. Usually, if a student breaks the rules the group should handle the situation before the teacher has a chance to react. Feedback must be very thorough rather than a quick comment as this allows for the learner to improve themselves. Whilst not being totally negative as to demoralise the learner, it should be given in the form of good point, bad point and finishing with a good point.

LO1 A/C 1.1 Review own role and responsibilities, and boundaries of own role as a teacher

Teaching careers, being quite demanding can have a rewarding effect on the teacher, particularly, if the learner’s success is a direct result of your contribution. A teacher should use clear language, appropriate to the level of the learner and in terms they will understand. In addition to taking the time to be approachable as well as taking pride in your work will be conveyed to the students through different teaching approaches. Tutor should manage the learning process from start to finish3. This process should also include a recordable assessment; give relevant feedback while keeping appropriate records. In order to have an efficient learning process a teacher should use the teaching and learning cycle. Starting at any stage and continuing, all stages must be addressed for the teaching and learning to be achieved. The stages of this cycle are identifying needs, planning, enabling and assessing learning, quality assurance and in addition to evaluation. A teacher with duty of care to his students must have boundaries with which to work within, not overstepping and becoming too personal with their students a teacher should know where their role as an instructor ends and work within that limit. These limitations include being fair, ethical and not discriminating between students. The duty of care, a teacher may experience towards their student may include ensuring they have a reasonable living environment (they are not suffering from abuse) but will not include socialising or making informal contact.

LO1 A/C 1.2 Summarise key...

Bibliography: 1 Preparing to teach in the lifelong learning sector, fourth edition, Ann Gravells P.6
3 Adapted from Preparing to teach in the lifelong learning sector, fourth edition, Ann Gravells P.6 – 12
4 Adapted from Preparing to teach in the lifelong learning sector, fourth edition, Ann Gravells P15 – 18
6 Information taken from
7 Adapted from Preparing to teach in the lifelong learning sector, fourth edition, Ann Gravells P47
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