Roles and responsibilities and boundaries of a teacher
This assignment is aimed to highlight the Roles and responsibilities of a teacher and the importance for a teacher to be aware of the legal aspects of teaching inclusively and to follow all current legislation and codes using the teaching/training cycle, a cycle of assessment, planning and review/evaluating. The Equal Act 2010 legislation is a legal requirement and code of practice to be adhered. This piece of legislation is to ensure that all students are treated equally. As a teacher the ability to understand all students have different learning perceptions and understanding. This would be identified in an initial assessment of students which would continue, reassessing their development and changes during the course. This is a very important stage in the teaching cycle as the teacher can now begin to plan and then deliver their lesson subject. As a teacher working with special educational needs (SEN) / challenging behaviour it is vital that an initial assessment is carried out. It is also important that the all data collated from the student is kept private and confidential. Any information collected through any assessment must be stored in a safe and secure place. This is paramount as the Data Protection Act 1998 is yet another important legislation that plays an important part of a professional teacher.
At no time should the Data Protection Act be broken unless information received is detrimental to safe guarding of either the individual student, any other students, the teacher or the learning institution, The Safer Practice, Safe learning Act 2007. Good effective communication to all students must be delivered to ensure students have an understanding of data protection and safe guarding. Working with vulnerable students, ie Special Education Need (SEN) and challenging behaviour, is an additional challenging job within the teaching practice. An effective teacher needs support and guidance. The Institution for Learning (IFL) is an institution which supports teachers, trainers, tutors and other trainee professionals working in further education and skills sector. When you become a member you then have access to a range of support in your professional practice. As a member you can also network with other professionals in your field to help support and guide you to reflect on your practice and with personal development. Maslow’s Hierarchy of Needs has a good philosophy. This highlights the basic needs required for all students. When an initial assessment has been carried out, any additional support required can then be incorporated in the planning. In order to teach effectively, you must deliver at the appropriate level to the class. When working with my SEN and challenging behaviour it is important to uphold professionalism and to keep teacher – student boundaries. Rules and boundaries may need to be addressed and reiterated to both the class and individual learners when required. As students develop they gain a better understanding of the subject they need to be reassessed to ensure the subject course is adapting to the students requirement.
When planning lessons a good code of practice is to begin with an introduction of the teacher and students. This can be done as an activity as learners tend to enjoy a fun activity when getting to know each other; this also helps and supports the assessment and evaluation process for both teacher and learner group. As a teacher of SEN/ challenging behaviour students, my role as a teacher would best be described as a ‘facilitator’ as described by Reece and Walker (2002) Reece and Walker states a ‘The modern teacher is a facilitator’ a person who assists students to learn for themselves. Creating an environment and material for learners and equip them with the tools that they best feel suit themselves. Learners are individuals and unique in their own rights. Enabling students to be part of...
References: www.ashfordstpeters.org.uk/.../457 Reece and Walker (2002) – internet accessed 10th November 2012
Maslow’s Hierarchy of Needs (1954)
Smith, J and Spurling, A 1st edition (1999), Lifelong Learning: Group Learning, 44
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