The Teaching Role and Responsibilities In Education And Training The function of ‘teacher’ is an boundlessly varied one. but there certain rules which underpin all facets of the teaching function.

Whether we are trying to learn from personally acquired experience or cognition. or from 3rd party information. the procedure of instruction can be formalized into a structured procedure with the purpose of maximising the potency for acquisition.

Numerous theoretical accounts exist with the purpose of sketching the cardinal phases of this procedure. For illustration. Gravells ( 2010 ) identifies them as such:

Designation of Need >Planning and Design>Delivery/Facilitation>Assessment>Evaluation

In order to set about each of these phases successfully. the function of the instructor becomes multi-faceted. For illustration. carry oning initial interviews with pupils helps to set up single purposes and place peculiar larning manners such as those recognised by Honey & A ; Mumford ( 1992 ) . This should enable to the instructor to orient their instruction manner and use a assortment of methods. while besides supplying an chance to put clear ends which can be used as a benchmark when reexamining students’ advancement. Accurate certification of this is indispensable and forms portion of the teachers’ duty.

Furthermore. whilst set abouting these functions as a instructor. it is vitally of import to see the parametric quantities in which we must run. These are most likely to be defined by legal demand – for illustration the Equality Act ( 2010 ) or the policies or the organisation for which we may be working. Ultimately. it is down to the single instructor to guarantee their ain professional behavior at all times.

Mentions:
Equality Act ( 2010 ) . London: HMSO. Available at: hypertext transfer protocol: //www. statute law. gov. uk/ukpga/2010/15/contents Accessed 25/11/2014.

Gravells. A ( 2010 ) ‘Preparing to Teach in the Lifelong Learning Sector’ . 3rd Ed. Exeter: Learning Matters Ltd.

Honey P. . Mumford A. ( 1992 ) ‘The Manual of Learning Styles’ 3rd Ed. Maidenhead. Peter Honey.

Summarise Key Aspects Of Legislation. Regulatory Requirements And Codes Of Practice Associating To Own Role And Duties

There are many facets to see when discoursing the behavior of a instructor and the demands therein. Some of these are legal models. others are more informal but every bit of import in footings of puting out guidelines for good pattern.

All of these demands. when adhered to. assist to guarantee that as instructors. we are supplying a safe. secure and successful acquisition environment. As pupils. they provide reassurance that attention will be taken to advance inclusivity. keep trust and guarantee well-being.

Some Codes of Practice will be designed to accommodate single environments and will change consequently. Therefore attention should be taken to guarantee we are familiar with the peculiar demands of the company or establishment in which we are runing. Other codifications are overarching and use in all fortunes. One of the more recent of these is the ‘Statutory Special Educational Needs and Disability System for Children And Young People’ ( SEND ) which came into force on 1 September 2014 and explains the responsibilities of schools and colleges to supply accommodations and AIDSs for handicapped kids and immature people up to 25.

Legal Acts of the Apostless which are underpinned by jurisprudence are farther making but every bit use. These include things such as the long standing 1974 Health and Safety and Work Act. which ensures the “health. safety and public assistance of individuals at work” every bit good as “protecting others against hazards to wellness or safety in connexion with the activities of individuals at work” . However. in the invariably shifting legal landscape. we should be mindful of new statute law coming into force.

Finally. there are. of class. directives issued by professional organic structures such the Institute for Learning which has a Code of Professional Practice ( 2008 ) covering 7 cardinal countries:

Integrity
Respect
Care
Practice
Disclosure
Duty

Mentions:
Department for Education ( 2014 ) . ‘SEND codification of pattern: 0 to 25 years’ . Available at: hypertext transfer protocol: //www. gov. uk/government/publications/send-code-of-practice-0-to-25 Accessed 29/11/2014

Institute for Learning ( 2008 ) . ‘Code of Practice’ Available at: hypertext transfer protocol: //www. ifl. Ac. uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014

Explain Why It Is Important To Identify And Meet Individual Learner Needs As we have established antecedently. the first measure in the ( Gravells. 2010 ) . Teaching and Learning Cycle is ‘Identifying need’ . Without decently determining this. the farther stairss in the rhythm go more hard to accomplish and the opportunity for success is significantly diminished. Furthermore. informing scholars of aims creates a degree of outlook for larning ( Gagne. 1965 ) . In order to avoid this result and the negative deductions of neglecting to win. we must hold a clear attack.

Prior to the start of any learning activity. there will. by necessity be a procedure which apparently is an administrative exercising. However. these interactions provide an first-class chance to prosecute with pupils in a manner which could supply utile information. For illustration. observing that a pupil may hold trouble with grammar or spelling when finishing a written questionnaire may bespeak a greater demand for support with literacy. Or. a pupil fighting to acquire to grips with sing digital information such as a Powerpoint or PDF file could foreground a deficiency of I. T accomplishment. It is of import that we use all of these tools at our disposal. as admiting a sensed ‘flaw’ in ourselves is non ever an easy thing to make. Students may be unwilling because of stigma or embarrassment or merely through an inability to acknowledge that a job exists. which is an issue in approximately 30 % of grownups ( Skills for Life Survey. 2011 ) .

However. single demands may non be merely be based on academic ability or skillset. there are a battalion of different demands which may be and it is of import to see a holistic attack. Some pupils may hold no trouble with class content but may be distracted by other personal jobs which affect their ability to larn. These could include fiscal trouble. mourning or an implicit in wellness issue.

Ultimately. the importance of placing and run intoing learners’ demands is about supplying the best possibility for successful acquisition through supplying support where it is most needful.

Mentions:
Gagne . R. M. ( 1965 ) . ‘The conditions of acquisition and theory of instruction’ ( 1st ed. ) Holt. Rinehart & A ; Winston: New York.

Gravells. A ( 2010 ) ‘Preparing to Teach in the Lifelong Learning Sector’ . 3rd Ed. Exeter: Learning Matters Ltd.

Skills for Life Survey ( 2011 ) . Department for Business. Innovation & A ; Skills. Available at: hypertext transfer protocol: //www. gov. uk/government/publications/2011-skills-for-life-survey Accessed 1/12/14.

Explain Ways To Keep a Safe And Supportive Learning Environment As portion of supplying pupils with the best chance for success. it is important that the acquisition environment is both safe and supportive. These facets are intertwined in that their purpose is to make an environment where consideration for all affairs other than the capable itself can be put aside to concentrate on acquisition.

When runing in any environment. safety is the first issue. A hazard appraisal should be carried out anterior to get downing any learning session to set up whether jeopardies exist. and if so what extent they pose a hazard ( Trades Union Congress. 2008 ) . These factors should besides be assessed dynamically and any new or developing menace should be treated as a precedence. When working in an environment such as a client office or concern premises. safety considerations should include consciousness of the bing program of emptying in instance of fire. Any issues which are identified ( such as out of use issues etc ) should be bought up with the client in a professional mode.

Support for scholars may be provided in several ways. On a personal degree. it is guaranting inclusivity for all pupils. handling each person with regard and tolerance. every bit good as supplying separately tailored aid to fit the demands identified in the first phase of the Teaching and Learning Cycle ( Gravells. 2008 ) . However. support is besides provided through acknowledging the demand to give equal interruptions and handiness of resources required to set about the acquisition procedure decently.

It is critical that consideration is given to these factors in the planning phase so that support may be implemented pro-actively instead than reactively.

Mentions:
Trades Union Congress ( 2008 ) ‘Risk Assessment’ . Preciseness Printing: London. Available online at: hypertext transfer protocol: //www. tuc. org. uk/sites/default/files/extras/riskassessment. pdf Accessed
1/12/14

Gravells. A ( 2010 ) ‘Preparing to Teach in the Lifelong Learning Sector’ . 3rd Ed. Exeter: Learning Matters Ltd.

Explain Why It Is Important To Promote Appropriate Behaviour and Respect For Others The importance of appropriate behaviour is paramount as it will put the right tone for a learning environment. Basically. it is about the rights of scholars to hold entree to. go to. and take part in their chosen larning experience regardless of their fortunes. ( Equality Act. 2010 )

The best manner to advance this is to put the illustration as the instructor ( School of Educators. 2011 ) . This can be achieved in a assortment of ways.

Guaranting that the planning of any session has been decently executed will assist to show basic values such as organisation. efficiency and promptness and when presenting a session. utilizing appropriate tone and linguistic communication will exhibit the sorts of behavior which we want to see reflected in pupils. It is besides of import that we are focused on the undertaking at manus and are non distracted by outside influences. Something every bit simple as exchanging off a nomadic phone could do all the difference. In that respect. bespeaking pupils to set their phones into ‘silent’ manner is something which could assist to avoid them going distracted but besides establishes a basic land regulation while non needfully conveying the same message as ‘please all turn your phones off’ .

Where unwanted behavior occurs. it is of import to see whether turn toing it may in fact be more of a break than the behavior itself. nevertheless. where it needs to be addressed. this should be done so rapidly and professionally. However. it is of import to observe that pupils. like instructors should integrate temper into larning. Using temper in the schoolroom shows that you are human and accordingly encourages pupils to wish and esteem you. Bing able to express joy at yourself when you make a error offers a good counterweight to the minute when you must be rigorous
and so helps buoy up the schoolroom ambiance ( Cowley. 2007 )

Treating pupils as persons but with equal regard will assist to advance the same response from them. Therefore. attention should be taken to listen to. appreciate and promote single parts. this is particularly true in the instance of grownup scholars who bring their ain experiences to the larning scene.

Mentions:
Cowley. S. ( 2007 ) ‘Guerilla Guide to Teaching: The Definitive Resource for New Teachers’ ( 2nd Ed. ) Continuum: London.

Equality Act ( 2010 ) . London: HMSO. Available at: hypertext transfer protocol: //www. statute law. gov. uk/ukpga/2010/15/contents Accessed 04/12/2014.

School of Educators ( 2011 ) . ‘The Characteristics of a Good Teacher’ . Available online at: hypertext transfer protocol: //schoolofeducators. com/2011/05/the-characteristics-of-a-good-teacher/ Accessed 4/12/14.

Explain How the Teaching Role Involves Working with Other Professionals As a instructor. there will ever be a demand to intercede and work with other professionals. and this is likely to happen in a figure of ways.

When employed in a teaching function. we act as a representative of the organisation which employs us. and we have a duty to stand for that organisation in a professional mode. Equally. when covering with internal co-workers. whether a director or a co-worker at the same degree of senior status. we are dutybound to handle others with regard. niceness and courtesy. Valuess which all form portion of the Institute for Learning ‘Code of Practice’ ( 2008 ) .

Remembering that we have a duty to move harmonizing to these guidelines can be particularly of import when faced with other professionals who may be disputing or hard in their attack. For illustration. in a client state of affairs. a Manager who is under force per unit area is annoyed because some of his staff are being abstracted from their usual responsibilities to set about preparation. In this state of affairs. it is executable that a grade of ill will may be directed toward the trainer. In admiting the directors concerns and foregrounding the benefit of the preparation both to the staff and the director. we may be able to defuse the state of affairs instead than intensify it.

Of class. pupils themselves can be professionals and attention must be taken to admit the professional standing of grownup scholars so that we do non condescend or sponsor. However. we besides have a duty to care for our pupils and where it is highlighted that a pupil may hold a demand or publish which requires 3rd party support. we may necessitate to move as an advocator or intervene to flag possible issues. Legislation such as The Safeguarding Vulnerable Groups Act ( 2006 ) make it potentially necessary to intercede with other professional bureaus and. depending on the nature of the affair. it may be appropriate to utilize attention or discretion. In all instances. it is appropriate that we remain professional and impartial.

Mentions:
Institute for Learning ( 2008 ) . ‘Code of Practice’ Available at: hypertext transfer protocol: //www. ifl. Ac. uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014

Safeguarding Vulnerable Groups Act ( 2006 ) . London: HMSO. Available at: hypertext transfer protocol: //www. statute law. gov. uk/ukpga/2006/47/section/6 Accessed 4/12/14

Explain the Boundaries Between the Teaching Role and Other Professional Roles In covering with other professional functions. there must come a point at which the boundaries of our ain function are recognized to avoid us ‘overstepping the line’ . This can use on either a professional or personal degree and works in two ways: our behaviors toward others and their behavior towards us. The cardinal footing upon which these boundaries must be drawn are moralss. Ethical motives can be described as ‘The codifications of behavior or moral rules recognized in a peculiar profession. domain of activity. relationship. or other context or facet of human life’ ( Oxford English Dictionary. 2014 )

In peculiar. the learning profession is profoundly implicated in ethical concerns and considerations. ( Carr. D. 2000. ) Therefore. it is an issue which should be invariably at the head of our thought as instructors and an consciousness of moralss helps to specify the boundaries between us and other professional functions.

Some boundaries are non so much an issue of moralss. nevertheless. but more of practicality and there must be bounds placed on what we can moderately be expected to accomplish. This could. for illustration. include something such as a client wishing us to distill a lesson into a shorter clip to cut down the impact on their concern. Whilst the motive for this may be apprehensible. it could besides be perceived to sabotage the value of the lesson itself. or at the really least will hold an consequence on the quality of the instruction. Recognizing this sort of boundary enables us to guarantee the unity of our purposes as instructors.

Oxford English Dictionary ( 2014 ) Available online at: hypertext transfer protocol: //www. Oxford English Dictionary. com/ Accessed 4/12/14.

Carr. D. ( 2000 ) . ‘Professionalism and moralss in teaching’ . London: Routledge

Describe Points of Referral To Meet The Individual Needs Of Learners The teacher/student relationship is a alone one and frequently provides chances to unearth or place demands which have antecedently been unnoticed. These demands may be specific to assisting person become a more effectual scholar. ( such as possible dyslexia ) or could be a broad issue in footings of being impacting the person students’ life beyond the schoolroom.

These wider-reaching demands could be in any country of a persons’ life and loosely talking. autumn into one of 5 classs as identified by Maslow ( 1943 ) :

Our function in supplying support to assist a pupil meet the identified demand will depend on the peculiar demand itself. For illustration. a pupil who is seemingly missing in one of the ‘upper needs’ such as self-pride may profit from more support. congratulations and encouragement. Some demands. nevertheless. will necessitate external or 3rd party input and this is where we may seek to entree a point of referral.

It may go clear to us in the procedure of learning that a pupil is enduring a crisis impacting their overall well-being: Domestic maltreatment. homelessness. drug or intoxicant abuse etc. In this case. we can play an of import function in mentioning person to a service or organisation who can supply aid. So as to be certain that we are non misguided. the pupil themselves should be engaged ab initio and when aid is offered. it can be merely through supplying information. or if consent is given. we may take to move as an advocator.

Maslow. A. H ( 1943 ) . ‘A Theory of Human Motivation’ . Psychological Review ( 50 ) p. 370-396.