Roles, Responsibilities & Relationships in Lifelong Learning

1.1 Summarise key aspects of legislation, regulatory requirements & codes of practice relating to own role & responsibilities.

Teachers always have to protect themselves and the best way to do it is to follow the rules of the code of practice. Being a teacher makes me automatically an example for my students therefore I must not discriminate, abuse (physically or verbally), dress inappropriate, and be late or messy.

The Code of Professional Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually changing society the profession of teaching is becoming more complex and important. In order to keep up with the changes, I need to ensure that I meet the highest possible standards. Following this, I must be committed to my own professional learning, seeking to expand my skills and to deepen my knowledge as a teacher. Now I’m going to say a few words about some of the most important legislations that comply with in order to become a good teacher.

Confidentiality and Data protection Act (1998) are very important legislations for a teacher being linked to the Domains A and E from LLUK standards. Learners expect us to respect and protect confidentiality. This duty extends to any information relating to a learner which we acquire in the course of our work. Confidential information includes personal details. “Confidentiality can be defined as when one person receives personal or sensitive information from another person, then that person who receives the information has a duty not to pass it on to any other person without the consent of the person who confided in them.” As a professional teacher, I won’t share any information regarding my students unless the situation requires it. I’ll do my best to keep safe the information they are sharing with me and to gain their trust, if they will trust me then they’ll feel safe in my classroom.

“The Data Protection Act 1998 (DPA 1998) is an act of the United Kingdom (UK) Parliament defining the ways in which information about living people may be legally used and handled. The main intent is to protect individuals against misuse or abuse of information about them.”

Equality and Diversity Act (2010) is another important legislation which is linked to every LLUK standard. In my opinion, knowing and understanding the Equality and Diversity Act is crucial for me as a teacher in order to assess every learners needs and to meet these needs. It is not easy to treat all my students equally, especially if they are different nationalities, different races, different backgrounds and maybe with disabilities. But, with the initial assessment and choosing the right learning strategies and resources I’m sure I’ll be able to meet every learners needs. In order to succeed in meeting all my learners’ needs, I’ll use group tasks; I’ll differentiate them according to their level of knowledge, their learning styles, and by their disability if this is applicable without letting them feel discriminated.

Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching strategies do I have to use for him/her to achieve.

Another important legislation which can be linked to A, B and F Domains of the LLUK standards is Discrimination Act (2010) which explains how I, as a teacher must treat everybody equally no matter what their sex is, religion, race, age or sex orientation.

Health and Safety Act (1974) and Management of Health and Safety Regulations (1999) are two of the most important pieces in Health and Safety legislation being linked to all LLUK standards Domains. These legislations were enacted in order to set the standards that must be met to ensure the health and safety of all employees, learners and all others who may be affected by any work activity.

1.2 Analyse own responsibilities for promoting equality & valuing diversity. Equality and Diversity can be promoted by identifying the boundaries and barriers of students, which should be managed until the completion of the course. The learning experience as a group will also be benefited and it helps to overcome the boundaries therefore giving an identity to every learner. Each learner is different as a result of their previous experiences and so my teaching has to be designed to meet individual learner’s needs. In teaching my responsibility will be to use different strategies to promote inclusive learning. To promote diversity all the factors such as gender, race, age, religion and other social needs will be taken into consideration. I will give equal rights to all learners to take participation in all activities of learning despite of age, sex, religion and race.

Equality is ensuring that each student is treated in the same way and their needs are met in different ways. All students are permitted to education according to their needs, despite of any difference. My responsibility as a teacher is to be aware of the different learning styles of each student and be patient, listen and help students to overcome their learning difficulties. Learning challenges should be set appropriate to different pupils, promoting equality through different teaching methods. I have to ensure that discrimination; bullying and other issues are addressed. I will have to manage good behaviours and make sure that I provide access to available additional resources for students with disabilities and difficulties.

Diversity is valuing individual differences, regardless of age, sex, religion, race and nationality. As a teacher I have to recognise the differences and the reality that all students do not learn in the same way. When I am teaching a variety of group of students, I am responsible for monitoring student progress and responding to their input. I will take into consideration the cultural backgrounds, interpersonal relationships, sociability and expectations of every learner because each student brings with them diverse point of view, work experiences, cultures and life styles. I could take into consideration points such as designing lessons for students that contains realistic and achievable expectations; this then allows children of different abilities to work at different levels on different activities. I will ensure to offer opportunities to students to apply their learning and engage them actively.

1.3 Evaluate own role & responsibilities in lifelong learning. Any roles come with own responsibilities. We have to act within professional codes which involve knowledge of the Code of Professional Practice (2008). This was introduced by the Institute for Learning, to cover the activities of teachers in the Lifelong Sector. The code is based on seven behaviours:

Professional integrity,
Respect,
Reasonable care,
Professional practice
Criminal offence disclosure
Responsibility during institute investigations
Responsibility.

And as well as responsibilities include maintaining knowledge of current legislations with regard to the Equality Act 2006, The Protection of Children Act 1999, the Human Rights Act 1998, Freedom of Information Act 2000 and the Safeguarding Vulnerable Groups Act 2006, Data Protection Act 1998 as well as all relevant Health and Safety issues. (Health and Safety at Work Act 1974).

Within my role as a teacher I must not discriminate against any sex, age, gender, ability, or people with disabilities. “The Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. I must not become too personally involved with learners, writing or exchanging notes, letters or emails, being alone with a learner with the exception of an emergency situation, sharing your personal problems with learner, sharing personal information about a student with another one. As a teacher I should know about the laws and liabilities, having another person present when attending to the personal needs of special needs learners, and I should always remember that a teacher and the students relationship has boundaries of time, place, purpose, and activity.

1.4 Review own role & responsibilities in identifying & meeting the needs of learners. “Examination of learning needs helps us to facilitate purposeful and useful learning. It also helps us to identify the level of our learner’s literacy and numeracy skills, thus allowing us to adapt curriculum, select relevant learning materials and to plan appropriate learning activities. Once we know the problems and needs of the learners, we can address them. To measure learning we need to know first what our learners already know. Unless we do this, we cannot easily identify each learner’s progress. We should keep detailed records for each learner. These will allow us, with the help of the learner, to check learning and see what progress is being made. Identification of learning needs also helps us in our future planning. Knowing about an individual learners needs, we can plan specific reading, writing, numeracy and life skill activities for that learner”.

There are four factors which I believe important in identifying and meeting the needs of learners and they are Initial Assessment, Target Setting, Tutorials and Barriers to learning.

Initial Assessment – My responsibility will be to set assessments for learners to identify the learner’s weaknesses and strengths. Initial basement will be set to find out the learner’s needs and aspirations; this is important as it enables learners to express their desires, interests, motivations and support needs; if undertaken during induction, this stage can promote a greater understanding of the purpose of the programmed and enable learners and teachers to get to know each other; importantly, in the process of recording progression, it can establish where the starting-point is for the learner and identify what he or she want to achieve by undertaking learning. Read part 5 and write

Target Setting – setting targets for each learner is a way of identiyfing their needs and to achieve their needs.

2.1 Analyse the boundaries between the teaching role & other professional roles. Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues. There are three boundaries which I believe could be the limitations between the teaching role and other professional roles: Time,

Expertise,
Meeting the specific needs of the learners.
Professionalism requires us to maintain appropriate standards and fulfill our responsibilities to learners, institutions and colleagues (Francis and Gould, 2009:10). This is achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is important not to given preferential treatment to one or a group of learners and to treat everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. not join social networking sites etc.

You should avoid touching students inappropriately or give preferential treatment to some students and not others. It is my responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required and it is important to identify the appropriate colleague to which to refer the matter. For example a student who is having financial problems should be referred to the appropriate colleague within the institution.

2.2 Review points of referral to meet the needs of learners. To meet the needs of learners, additional learning support must be given. The following factors could be considered to meet the needs of learners: Disability support can be given to students with disability, Language (ESOL),

Financial support,
Counseling,
Childcare,
Providing learner support for example to help learners to write assignments.

2.3 Evaluate own responsibilities in relation to other professionals.

In relation to other professionals, my responsibilities will be to take care of students, carry out administration work, counseling, providing additional learning support to students and being expert in the subject I teach. All of my responsibilities stated above are related to other professionals such as career, administrator and career.

3.1 Explain how to establish & maintain a safe & supportive learning environment. ‘’A suitable learning environment is crucial for effective learning to take place. This involves not only the venue and resources used, but also your attitude and the support you give to your students’’. In providing an ideal learning environment, you might have to be creative and work with the settings you are provided with.

You must consider your student’s health and safety needs, and work within the boundaries of your organisation policies. Should there be any concerns about health and safety you must inform your organisation’s designated personnel. At no time should your learner’s health and safety be compromised.

To establish purposeful learning in your given environment you must arrange the physical space to be conducive to discussion, and you as the facilitator should be easily seen by your learners. The toilet facilities should be clearly accessible, and any disable needs are met. When food and drink are provided, it should be suitable for everyone. For example the vegetarians, kosher and hall preferences, should be catered too as far as possible.

If you have a break time it is good practice to let your learners know when this will take place. Knowing this can help your learners focus on their learning. Delivering your sessions with passion can help to motivate your learners. It is your responsibility to be prepared; making sure your environment is clean, and at the right temperature. If it is too hot, be considerate and open doors or windows- do try to solve or manage the problem. Also the quality of your lesson, tells your learners, you are professional and serious about your job.

3.2 Explain how to promote appropriate behaviour & respect for others. In order to promote appropriate behavior and respect for others I believe ground rules have to be created and those ground rules must be maintained. Equality, Diversity and Inclusivity factors will promote appropriate behavior and respect for others. Creating a class environment could promote a positive behavior. Classroom management plan must be consistent with and include the services available in our school’s positive behavioral support system (Leedey. Bates & Saran 2004). The approach to support learning and positive behavior of all students involves the collaboration and commitment of educators, students and family and community members to agree on unified expectations, rules and procedures.

Understand and address student diversity and creating a caring, warm and safe learning environment and community of support could promote positive behavior and respect for others. Positive behavioral interventations and supports are proactive and culturally sensitive in nature and seek to prevent students from engaging in problem behaviors by changing the environment in which the behaviors occur and teaching prosaically behaviors ( Duda & Utley, 2005). Positive behavioral interventations and supports also are employed to help students acquire the behavioral and social skills that they will need to succeed in inclusive classrooms.

Presenting school wide and classroom based positive behavioral strategies and supports for use with a wide range of student’s this also may include a functional behavioral assessment and behavioral intervention plan. Respect can be defined as allowing yourself and others to do and be their best. Giving freedom of speech to students would allow them to give respect to teachers and to other students in the classroom. Students and teachers especially are expected to greet each other with kind words and student/teacher exchanges should be friendly, in an appropriate tone, and should remain respectable. The majority of student/teacher interaction should be positive. Each and every student is different when it comes to behaviours and respect for others. So agreements have to be made about expected behaviour in the classroom.

Ground rules are mutually agreed arrangements between the teacher and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the classroom. Students need to know what the teacher expects from them and what they can expect from the teacher during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the teacher, or by the learner or by the teacher and learners together. Ground rules can be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both teacher and students have an opportunity to put their views forward and they must be doable.

Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. It will instil positive discipline and maximise learning since the rules were set up with them and not enforced. As a teacher, my ground rules will be to ensure that I will be fully prepared for the class, be punctual with start and finishing times for each session and make sure markings are completed in time. I would also make sure not to put down anyone, encourage the students, assist in team work, help with course completion, be professional and honest, be non-judgemental and will have interactive teaching and no politics.

I would like the learners to decide on their ground rules like, respect for others, punctuality, confidentiality, honesty, equality of opportunity, learn and listen, no interruption, mobile phones off, no abusive language, self control, no politics. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed in the class how the teacher will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience.

References:

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