Understanding the relationships between teachers and other professionals in lifelong learning
2. Understanding the relationships between teachers and other professionals in lifelong learning.
I have roles and responsibilities to the learners and myself. Supporting the learners directly and indirectly and delivering effective teaching is my role throughout the learning process. This means I will have to plan, organise and manage varying learning experiences and give guidance and feed back. Whilst collaborating with other agencies individuals and organisations I will have to create an inclusive and motivating learning environment. Its my responsibility for the health, safety and welfare of the learners in the learning setting.
Like all other professionals in education I will come across boundaries, these will have an effect on my teaching and delivery of the lesson:
- Signposting- if I have learners who have disabilities or learning difficulties that I am not able or not qualified to teach, then this will be a recognisable boundary. Once I have identified that the learner as additional needs it will be my responsibility to signpost them to where they are able to get the assistance they require. If I fail to recognise a learners needs and do not signpost them it would be bad practice and I would be failing in my role as a teacher, therefore I have to be aware of all internal and external support available to myself and my learners and work collaboratively with them so the learners have the best possible learning experience.
- Professional boundaries- these can include lack of resources for example broken or faulty equipment, deadlines and time restraints, pressure and demands from managers, unmotivated students and the classroom setting (e.g. layout). If these boundaries arise it could have a detrimental effect on my teaching, therefore I would deal with these by referring to the IFL codes of practice and asking colleagues for advice and support.
- Personal boundaries- as a teacher I should act appropriately at all times, It is essential that I do not
I have roles and responsibilities to the learners and myself. Supporting the learners directly and indirectly and delivering effective teaching is my role throughout the learning process. This means I will have to plan, organise and manage varying learning experiences and give guidance and feed back. Whilst collaborating with other agencies individuals and organisations I will have to create an inclusive and motivating learning environment. Its my responsibility for the health, safety and welfare of the learners in the learning setting.
Like all other professionals in education I will come across boundaries, these will have an effect on my teaching and delivery of the lesson:
- Signposting- if I have learners who have disabilities or learning difficulties that I am not able or not qualified to teach, then this will be a recognisable boundary. Once I have identified that the learner as additional needs it will be my responsibility to signpost them to where they are able to get the assistance they require. If I fail to recognise a learners needs and do not signpost them it would be bad practice and I would be failing in my role as a teacher, therefore I have to be aware of all internal and external support available to myself and my learners and work collaboratively with them so the learners have the best possible learning experience.
- Professional boundaries- these can include lack of resources for example broken or faulty equipment, deadlines and time restraints, pressure and demands from managers, unmotivated students and the classroom setting (e.g. layout). If these boundaries arise it could have a detrimental effect on my teaching, therefore I would deal with these by referring to the IFL codes of practice and asking colleagues for advice and support.
- Personal boundaries- as a teacher I should act appropriately at all times, It is essential that I do not