Roles And Responsibilities Of A Teacher Essay Example

order to prevent any neglect of duty. Within this assignment I am expected to examine the teacher's roles and responsibilities in relation to the Teaching/Training Cycle. After analysing this topic, I should assess and conclude that "Obviously teachers wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties." (Holtrop (1997))

In relation to the Teacher Training cycle, I have a role of Assessor. A majority of learners will have different individual learning needs and for me to accommodate their needs, I need to have assessment skills that will promote equality, diversity and inclusion. The LLUK Standard states one of the professional practices as "Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity." I can achieve this by carrying out thorough initial assessments that will help me to identify different learner needs such as poor writing skills, poor reading skills, disabilities etc.

I must have knowledge and understanding of how to apply the different assessment methods like formative and summative assessments to meet these needs. By ensuring this is done I am able to increase the level of motivation to both the learner and teacher. I am responsible for giving learners constructive feedback on their performance, which will motivate them, especially those that are unsure of their own abilities. I also have the role of an Evaluator.

Quality assurance is the evaluation of the service that you provide and, it should be undertaken in a reflective manner. It may seem strange to base quality assurance on the teaching and learning process, but as our

learners are at the core of our service, it is important to begin with them. Rogers (2002) talks about evaluation of education as being important for at least three reasons, one of these is: “‘To improve our performance as teachers”. Questions of quality, of accountability, of protecting our ‘customers’, of being effective, are important not just for the providers and organisers but also for our student participants and for ourselves” Rogers (2002) p255. Reflective practice will enhance good practice and further improve what I do in my subject area. All this is in line with the LLUK Standard Domain E "The role of feedback in effective evaluation and improvement of own assessment skills."

I have the task of Identifying Needs. It is important that you identify the needs of your learners so you can design the course to reflect individual differences. Although this is usually described as the first stage in the teaching/training cycle it is a process that may have to be deferred until you meet your learners for the first time and usually should be a continuing requirement throughout the learning journey. However, some organisations interview their learners before the course, or there may be an application process where learner needs can be identified.

The range of learner needs can be described by a variety of acronyms – one of which is SPICE: Social –| | might affect how a learner can interact with others or how they view learning especially if they have had previously bad experiences of education.| Physical –| | might affect how a learner can access learning (e.g. sensory disabilities or reduced mobility).| Intellectual–| | might affect

how a learner gains new knowledge/skills. Learners may be at different academic or skill levels and take longer or shorter times to process new knowledge/skills than others in the group.| Cultural –| | might affect learner views, values and beliefs.| Emotional –| | might affect learner motivation or ability to concentrate.| In all cases teachers have a responsibility throughout the teaching cycle to monitor their practice and ensure learner needs are met. I have the task of Planning the Learning.

It is the responsibility of the teacher to plan and design a course, which meets the needs of the learners and requirements of the course. Most teachers/trainers will be responsible for designing their own courses. There are some courses, however, which are prescriptive and have to be delivered in a set way; for these teachers, there may be limited opportunities at this stage of the cycle. It is the responsibility of the teacher to write the syllabus for the course while ensuring that the learning outcomes, aims and objectives for the course are covered in an appropriate way e.g. length of time allocated to each outcome, order in which outcomes are planned; possible delivery strategies; appropriate resources and assessment methods.

This stage is about planning the course; these plans, however, are not ‘set in stone’ and changes can be made throughout the teaching cycle. Without this planning, I might not be able to meet the learner's needs and may not deliver in line with the curriculum. This may result in de-motivation and dissatisfaction to both the learner and I, as learners will feel they have not been catered for and I will feel

I have not played my role as a planner.

I must also facilitate the learning. It is the responsibility of the teacher to plan and design a course, which meets the needs of the learners and requirements of the course. Most teachers/trainers will be responsible for designing their own courses. There are some courses, however, which are prescriptive and have to be delivered in a set way; for these teachers, there may be limited opportunities at this stage of the cycle. It is the responsibility of the teacher to write the syllabus for the course while ensuring that the learning outcomes, aims and objectives for the course are covered in an appropriate way e.g. length of time allocated to each outcome, order in which outcomes are planned; possible delivery strategies; appropriate resources and assessment methods. This stage is about planning the course; these plans, however, are not ‘set in stone’ and changes can be made throughout the teaching cycle.

The roles and responsibilities are important because they will promote accountability among teachers and will help meet personal, organisational goals and individual learner needs. It would be chaotic if teachers lacked clarity on their roles and responsibilities because they would be stuck with who is doing what and who answers to whom? When these roles and responsibilities are applied, they benefit both the learner and teacher, by delivering learning which is inclusive, and promotes equality and diversity. Boundaries will help teachers to work within their limits and adhere to the professional code of practice.

"The responsibility of a teacher will be to continually reassess development and change during the course and create a

seamless transition to ensure smooth delivery." (Wayt(2008)) This just confirms the teaching/learning cycle. I am responsible for ensuring that the cycle is on-going, by seeing to it that action plans are put in place, constructive feedback is given to the learner where necessary and the cycle does not break. This will increase the level of motivation, satisfaction and will help to achieve the goals for both the learner and me.

The teacher will also be responsible for inducting the learners to the organisation and course so that learners understand what is expected of them and what the organisation can deliver. This will also help the learners to have a clear understanding of the organisational rules and regulations and also of the course contents. This is likely to result in learners having a good foundation for their course and be able to prepare adequately