Roles And Responsibilities Of A Teacher Analysis
Roles And Responsibilities Of A Teacher Analysis

Roles And Responsibilities Of A Teacher Analysis

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  • Pages: 8 (3796 words)
  • Published: October 14, 2017
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Review your ain functions and duties as a Teacher, in footings of the Teaching/Training Cycle, placing boundaries that should be set.

Introduction

In every profession, there are functions and duties and boundaries that are set in order to split the line that indicates the farthest bound. Functions and Duties are of import because they would ease order in any given administration and let personal and organizational aims to be met, as those with Roles will be accountable to their maps. Actions and activities assigned to or required or expected of a individual or group are referred to as “ Roles ” while the duties to transport frontward an assigned undertaking to a successful decision are referred to as “ Duties. ” All acquisition establishments are capable to statute law. It is of relevancy that in this assignment I link these functions and duties to current legislative demands such as Disability Discrimination Act, ( DDA ) , Particular Education Needs ( SEN ) , and Equal Opportunities. Under the Professional Code of Practice, I have duties as a instructor to set about 30 hours of Continued Professional Development per twelvemonth and I must besides update my capable cognition. I must hence, have lucidity on my functions and duties in order to forestall skip of responsibility.

In this assignment I will analyze the Roles and Responsibilities of a Teacher in relation to the Teaching/Training Cycle ...

span>. This will take to concentrating on professional activities within the learning rhythm. I will besides recognize the professional boundaries that govern a instructor ‘s behavior in order to follow with the Professional codification of behavior. It is hence, of significance that I discuss where the instructor ‘s different functions halt. After analyzing this subject, I will come up with a decision.

Holtrop ( 1997 ) suggests that “ Obviously instructors wear many chapeaus: friend, counselor, justice, wise man, 100s of functions and different functions for different categories, pupils and extracurricular responsibilities. ” In relation to the Training rhythm, I have a function of Assessor. A bulk of scholars will hold different single acquisition demands and for me to suit their demands, I need to hold appraisal accomplishments that will advance equality, diverseness and inclusion. I will associate this to Domain A of the LLUK Standards which states one of the professional patterns as

Apply rules to measure and develop ain pattern in advancing equality and inclusive acquisition and prosecuting with diverseness. ” I can accomplish this by transporting out thorough initial appraisals that will assist me to place different scholar demands such as hapless composing accomplishments, hapless reading accomplishments, disablements etc. Thiswould be in line with Domain C “ Ways to place single acquisition demands and possible barriers to larning in ain specialist country. ” This will do it easier for both the scholar and me to entree acquisition and present larning severally, because based on the appraisal needs that I will place, I must hold knowledge apprehension of how I will use the different appraisal methods like formative and summational appraisals to run into these demands

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This may increase the degree of motive to both the scholar and instructor.

I will associate this to Domain E which is about appraisal for larning “ Theories and rules of appraisal and the application of different signifiers of appraisal, including initial, formative and summational appraisal in instruction and acquisition. ”

In my function as a instructor I am to carry on initial appraisals which will assist me to place scholar ‘s demands, cognition and accomplishments and besides assist to place referral points against degrees within the National Standards. When I identify demands that need to be referred, I will hold to give the scholar information, advice and counsel to where they are being referred. This will be linked to Domain F which is about entree and progression- “ beginnings of information, advice, counsel and support to which scholars might be referred. ” This besides promotes the

Wayt ( 2008 ) explains that “ Assessing changing acquisition manners within a group and sing scholar ‘s motive and old experiences helps place assorted learning methods that could be utile throughout the programme. Sessions integrating ocular, audile and kinesthetic acquisition manners ensures pupils have equal rights to acquisition and supply the chance to re-evaluate what is already known while researching purposes and aims from a different position. ”

The initial appraisal will supply me with some of import item to inform the program, which will be revised on an ongoing footing to supervise the scholar ‘s advancement and place any subsequent support demands. Both learner and teacher will be cognizant of what the scholar knows and is able to make and what he/she needs to larn. It is besides of import for me and the scholar to cognize how the scholar likes to larn ; as this helps me to place barriers to larning such as troubles in reading, composing, numeral, linguistic communication accomplishments and any other disablements and will do sensible accommodations in order to utilize the appropriate appraisal methods that will run into the single scholar ‘s demands and promote equality and diverseness. At this phase, should any scholar require support which is beyond my competency, I will mention and guarantee that I give the scholar the right information on their referral, so as to run into the professional criterions in Domain F of the LLUK “ Sources of information, advice, counsel and support to which scholars might be referred.

This is in line with the Equal Opportunities Act ( 2004 ) which states that all scholars must hold equal entree to larning irrespective of their acquisition barriers, disablements, sex, faith, and race. Under the Disability Discrimination Act 1995 ( as amended by the Particular Educational Needs and Disability Act 2001 ) disabled scholars must non be treated less favorably and instructors must do sensible accommodations to guarantee that handicapped scholars are non at a significant disadvantage compared to their equals.

Following the initial appraisal, I should make a diagnostic appraisal in order to place specific single demands and support required and this will take to the creative activity of a elaborate personal profile, supplying the footing for an Individual Learning Plan.

As an Assessor, I have

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