393700116205NAME

393700116205NAME:Denise SamuelCourse:Level 3 Award in Education & TrainingAssignment: Assignment 1 Understanding Roles, Responsibilities & Relationships in Education & Training Date: 08 November 2017Word Count:
00NAME:Denise SamuelCourse:Level 3 Award in Education & TrainingAssignment: Assignment 1 Understanding Roles, Responsibilities & Relationships in Education & Training Date: 08 November 2017Word Count:

1.1 EXPLAIN THE TEACHING ROLE AND RESPONSIBILITIES IN EDUCATION & TRAINING
The foundation of teaching is the transfer knowledge and/or skills from the teacher to the students. According to ww.Infed.org teaching is defined as ‘the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things’. However, the way in which this knowledge is imparted is the critical to effective teaching and is just the tip of the iceberg as far as the roles and responsibilities of a formal teacher. This assignment will explain, describe and summarise some of the roles, responsibilities and relationships required as an educator.

Role as a TeacherAs a teacher of children or adults, there are a number of key tasks which are required to effectively fulfil your role as a teacher. Effective transfer of knowledge is achieved through:

Figure 1 – Teaching, Learning ; Assessment Cycle
Assisting in/identifing the needs of individuals’; why are they learning, what are their expectations, establishing competencies and any special needs.

Design and plan suitable teaching materials which captures the key learning points of each topic appropriately to the ability of students.
Facilitate learning using clear language which is understandable and where necessary tailored to the student’s education level through lead discussions, open-ended questions, guided learning, providing supporting handouts as well as repetition to ensure comprehension, reinforcement and fun activities to engage students and maintain motivation to learn.

Assess learning by challenging student thinking, encouraging debate, setting assignments, tests and case studies which includes the marking student work in a fair and unbiased manner.
Review and evaluate personal teaching materials and strategies following feedback to develop additional teaching methods to improve student comprehension, motivation and general teaching methodologies.

Contribute to internal quality assurance by ensuring that well-prepared standardised scheme of work and session plans are available for your subject in a secured central location accessible to other staff members as well as participation in inspections should the need arise.

In addition to the foregoing, teachers should possess a pleasant, professional, respectful, understanding demeanour and maintain professional integrity and the necessary boundaries that encourage student/tutor trust, interaction and reciprocal respect.

Teachers must be able to adapt to ever changing circumstances within their role as well as being multifaceted (Walklin 1990), as there are a number of additional roles which relate to that of a teacher, these are scholar, communicator, councillor, planner/organiser and administrator.

Responsibilities
Maintaining student attendance register and other administrative records relating to the role.

Creating electronic or paper records of necessary student documentation for each student to ensure adequate tracking of student development, progress, attainments and behaviour in accordance with the Data Protection Act (1998). These include application forms, contact information, assessments, action plans, grades and where necessary risk assessments.

Maintaining good order, discipline and behaviour amongst students and following health and safety and safeguarding in the interest of their wellbeing.

Making use of audio/visual technological devices/aides during the delivery of lessons and ensuring the safe custody and use of equipment during lessons.

Maintaining your own continuing professional development by staying up-to-date with new developments in teaching, undertaking in additional courses and qualifications to enhance you role as a teacher.

1.2SUMMARISE KEY ASPECTS OF LEGISLATION, REGULATORY REQUIREMENTS AND CODES OF PRACTICE RELATING TO OWN ROLE AND RESPONSIBILITIES
Aside from teaching students, teachers/tutors also have the responsibility of ensuring that there is strict adherence to key legislation governing education and training, which includes but is not limited to:
(a) Equality ; Diversity – The Equality Act exists to protect individuals from unfair treatment and aims to promote a more fair and equal Society. Hence, the Act protects people of different genders, races and sexual orientations from being discriminated against directly or indirectly (associative or by perception) or being victimised or harassed. The Act also protects disabled people from being further disadvantaged because of the disability. Furthermore, the Act provides for equal pay and employment equality as it relates to religion or belief, age and pregnancy ; maternity.

According to a paper by the Equality and Human Rights ‘direct discrimination occurs when you treat a student less favourably than you treat (or would treat) another student because of a protected characteristic’ or when you treat a student less favourably because of their association with another person who has a protected characteristic (other than pregnancy and maternity) whilst indirect discrimination ‘… occurs when you apply a provision, criteria or practice in the same way for all students or a particular student group which places others at a disadvantage.

Diversity refers to being able to recognise the UK and many other countries have a diverse population; understanding where the diversity comes from and appreciating and celebrating the differences in cultures without discrimination.

Health & Safety – Fulfil health & safety obligations as relates to role and responsibility. To ensure that risks are assessed and accidents are reported and recorded as required.

Data protection – The proper and relevant use of student’s personal information, ensuring that the same is kept safe and secure, handled in accordance with data protection rights, utilised in a fair and lawful manner and used for specific stated purposes.

Safeguarding – Protecting students against ill-treatment or prevention of development and ensuring that students have safe and effective care within their environments and where there are concerns taking the necessary steps to refer cases to the relevant authorities.

Copyright – Ensure adherence to copyright laws as relates to use of the written works of authors and other media as well as informing students of the implications of plagiarism.

Codes of Practice – According to the Society for Education and Training (SET) the Code of Practice sets out the professional behaviour and conduct expected of members including mandatory requirements which must be complied with to become and remain a member and aspirational requirements (Source: Society for Education and Training). The following highlights some of the mandatory and aspirational codes of conduct:-
Mandatory
upholding the reputation of the profession
acting with honesty and integrity within the educational setting
respect the rights of students and colleagues in accordance with relevant legislation
taking reasonable care to ensure the safety of students
not discriminating against protected characteristics; and
notifying the necessary authorities of any misconduct in relation to working with children or vulnerable adults under the Disclosure and Barring Service.
Aspirational (Self-focused codes)
reflecting on what works best in your teaching to meet students’ different needs
inspire, motivate and raise aspirations through enthusiasm and knowledge
promote social and cultural diversity as well as equal opportunities
build positive collaborative relationships with students and colleagues
consistently update knowledge of educational research
Motivate learners to promote achievement and develop skills to enable progression
Moreover, teachers are required to maintain the general codes of practice and present a positive role model to students as relates to dress, timekeeping, professionalism, fairness and behaviour towards others which ultimately creates a good learning environment and encourages students to emulate these behaviours.

1.3EXPLAIN WAYS TO PROMOTE EQUALITY AND VALUE DIVERSITY
In order to promote equality and value diversity within the learning environment, teachers need to firstly ensure that proactive efforts are undertaken to understand the differences in their students and treat them in accordance with their specific needs whilst being fair and treating all equally and adopting a non-biased approach to teaching.

There may be students who have language barriers, learning difficulties such as dyslexia or dyscalculia, or those who have visual or auditory impairments which would require special attention. In addition, there may also be students who have such behavioural disorders as Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) or Attention Deficit Hyperactivity Disorder (ADHD) which may not necessary require special education segregation.

Whilst it is not a teachers’ responsibility to be particularly attentive or solicitous to the difficulties and/or disorders, it is their responsibility to have knowledge of this and to adapt teaching materials and strategies accordingly. In addition, structuring the class in a manner which promotes inclusive interaction with normal and more advanced students can help students with difficulties.

In addition, the following are methods which can be used to support individual learners as well as promote equality and diversity:
Teach with a non-judgemental attitude, where eye contact and individual names of students are used consistently, where there is no favouritism or where individuals are not unfairly advantaged or disadvantaged.

Ensure that all students are treated respectfully and their dignity is maintained throughout the learning process.

Frequently assign of group activities; icebreakers for new groups, case studies, crossover tasks, role play, topic reflection groups – diversifying groups to encourage unity and general comradery amongst peers.

Plan and design teaching materials within the context of the topic which include some of the cultural diversities amongst the peer group which will provide insight and understanding into the culture and help alleviate prejudices through knowledge.

Implementing an environment of neutrality by aiming not to offend any particular groups and ensuring that teacher’s own beliefs and attitudes are not imposed upon students.
33432752633980Figure 2 – Experiential Learning Cycle
Figure 2 – Experiential Learning Cycle
3343275290195001.4EXPLAIN WHY IT IS IMPORTANT TO IDENTIFY AND MEET INDIVIDUAL LEARNER NEEDSIt is important to understand the unique needs of individual student needs as this enables the teacher to provide the best possible teaching methods to meet students’ differential learning dynamics.
By understanding student learning preferences and identifying individual student needs, a teacher can plan lessons which motivate students, create enjoyable learning experiences which will keep the students keen and eager to continue their studies, and ultimately achieve their fullest potential.

David Kolb introduced the experiential learning cycle which states that ‘learning is a process whereby knowledge is created through the transformation of experience (Kolb, 1984) – see figure 2.

In essence, according to Kolb learning takes place in four stages. The following diagram illustrates the four stages in action together with examples of how teachers can meet student needs each step of the cycle:
EXPERIENTIAL LEARNING CYCLE IN ACTION
76200154305STAGE 4Active Experimentation ‘the learner applies theory to see what results. In the final stage of the experiential cycle students apply what was taught amalgamated with own ideas to see what results.
Assessment of results, feedback and praise/encouragement as well ashighlighting areas which can be improved
STAGE 3Abstract Conceptualization is ‘reflection which gives rise to a new idea, or a modification of an existing abstract concept’ (McLeod 2013). As students reflect and conscientiously review what they have learned, they are able to gain a deeper understanding of these concepts and can now conceptualise their own ideas within the context of what is being taught.

Provide students with Case Studies and group brainstorming activities to deepen reflective observations
STAGE 2Reflective Observation of the new knowledge gained. Of particular importance are any inconsistencies between the knowledge gained and full understanding. At this stage, students are able to look at what has been learned reflectively and conscientiously.

Provide students with Case Studies and group brainstorming activities to deepen reflective observations
STAGE 1Concrete Experience – Introduction of the subject Business ; Marketing to students; some of the group will have some basic knowledge of the subject whilst others have none. As the concepts of the topic are built through teaching, students are then able to grasp and understand some of these concepts.

Encourage class discussions and associated assignments to reinforce learning
0STAGE 4Active Experimentation ‘the learner applies theory to see what results. In the final stage of the experiential cycle students apply what was taught amalgamated with own ideas to see what results.
Assessment of results, feedback and praise/encouragement as well ashighlighting areas which can be improved
STAGE 3Abstract Conceptualization is ‘reflection which gives rise to a new idea, or a modification of an existing abstract concept’ (McLeod 2013). As students reflect and conscientiously review what they have learned, they are able to gain a deeper understanding of these concepts and can now conceptualise their own ideas within the context of what is being taught.

Provide students with Case Studies and group brainstorming activities to deepen reflective observations
STAGE 2Reflective Observation of the new knowledge gained. Of particular importance are any inconsistencies between the knowledge gained and full understanding. At this stage, students are able to look at what has been learned reflectively and conscientiously.

Provide students with Case Studies and group brainstorming activities to deepen reflective observations
STAGE 1Concrete Experience – Introduction of the subject Business & Marketing to students; some of the group will have some basic knowledge of the subject whilst others have none. As the concepts of the topic are built through teaching, students are then able to grasp and understand some of these concepts.

Encourage class discussions and associated assignments to reinforce learning

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2.1EXPLAIN WAYS TO MAINTAIN A SAFE AND SUPPORTIVE LEARNING ENVIRONMENTThe identification of student needs is first aspect of their learning experience, however maintaining a safe and supportive learning environment is also key to a student’s learning experience; the overall learning environment is made up of three elements which are:
physical environment – the room or place where learning takes place and all aspects which relate to this physical space (lighting, room temperature, adequate ventilation, room layout and appropriate equipment and resources) as well as knowledge of exit routes in case of emergencies. learning environment – providing suitable and mixed teaching methods (formal and informal), providing support and encouragement, ensuring that attendance and assessment records are maintained, differentiating student needs, providing and receiving constructive feedback and ultimately ensuring that learning objectives and outcomes are met.

social environment – Use of names and eye contact, inclusive group activities, listening, setting ground rules and boundaries, providing means for effective communication between teacher and students and also amongst peers and ensuring that it is safe to express opinions, duty of care and safeguarding.
In addition to the foregoing, the teacher should check the learning environment for safety hazards (clear and safe access, trip hazards such as wires, not lift or move anything heavy) as well as ensure that students are aware of emergency exits and relevant health and safety details.
Providing routine and structure within the learning environment, such as ensuring that the class is set-up appropriately, being ready to receive students, making yourself available to listen to and action student concerns and fears where necessary, as well as ensuring that the environment is one based where mutual trust, social support for all students fosters positive attitudes to learning, participation and achievement.

2.2EXPLAIN WHY IT IS IMPORTANT TO PROMOTE APPROPRIATE BEHAVIOUR AND RESPECT FOR OTHERS
A safe and supportive learning environment should be coupled with appropriate behaviour and respect within the learning environment as this forms the foundation for future learning as well as helping students to feel safe and comfortable to express not only their opinions and individuality but also gain confidence in achieving their learning goals.

Whilst age, culture and experience will have some bearing on the level of behaviour, respect provides between teacher and students as well as respect amongst peers will assist in the prevention of animosity, discrimination and unfair treatment creating a relaxed and positive environment for learning.3.1EXPLAIN HOW THE TEACHING ROLE INVOLVES WORKING WITH OTHERS
will be expected to communicate, consult and co-operate with other members of the school staff including those having posts of special responsibility. However, it is imperative that the post holder maintain and respect the necessary boundaries as relates to working with other professionals.

3.2EXPLAIN THE BOUNDARIES BETWEEN THE TEACHING ROLE AND OTHER PROFESSIONAL ROLES
3.3DESCRIBE POINTS OF REFERRAL TO MEET THE INDIVIDUAL NEEDS OF LEARNERS

REFERENCES:
Gravells A, The Award in Education and Training, (rev. ed 2014) Sage Publications Ltd
Infed.org, What-is-teaching? A Definition and Discussion – Available from:http://infed.org/mobi/what-is-teaching/ (an open and not-for-profit resource accessed 08-11-17 at 20.55
Essay UK, Identify The Roles And Responsibilities Of A Teacher – Available from: http://www.essay.uk.com/coursework/identify-the-roles-and-responsibilities-of-a-teacher.php accessed 09-11-17 at 10.35
Society for Education and Training, Code for Professional Practice. Available from:https://set.et-foundation.co.uk/media/2410146/set-code-of-practice-final-for-publication.pdf accessed 09-11-17 at 13.54
Equality and Human Rights Commission, Equality Act 2010. Available from https://www.equalityhumanrights.com/en/equality-act/equality-act-2010 accessed 09-11-17 at 15.09
Anon, Equality and Human Rights Commission, What Equality Law means for you as an education provider – further and higher education (2014), London, p.11-14
The Hub, How to promote Equality and Diversity in the Classroom. Available from https://www.highspeedtraining.co.uk/hub/classroom-equality-diversity accessed 09-11-17 at 18.00
IqualifyUK, Why is it important to identify and meet individual learner needs when teaching. Available from: http://www.iqualifyuk.com/library/teacher-training-section/why-is-it-important-to-identify-and-meet-individual-learner-needs-when-teaching/ accessed 11-11-17 at 15.24
McLeod, S, Simply Psychology, Kolb – Learning Styles. Available from: https://simplypsychology.org/learning-kolb.html accessed 11-11-17 at 16.33
Martin D, Professional Standards for teachers – Available from: https://teacherlearner.wordpress.com/professional-standards-for-teachers/standard-seven-create-and-maintain-safe-and-supportive-learning-environments accessed 19-11-17 at 17.10