Explain and review own role, responsibilities, and boundaries of role of teacher.
Senjaya Vienna (2008) mentioned that as a facilitator, a role the teacher provides services to facilitate students in learning activities. The role of the teacher as a facilitator to bring the consequences of changes in the pattern the teacher-student relationship, that is more "top-down" to the partnership.
According to Roger Schwarz (2002), ‘A facilitator is someone who skilfully helps a group reaches a consensus without personally taking any side of the argument.’
This can be likened to a teacher’s role, where the aim is to help individual learners in a group setting understand their common objectives ...view middle of the document...
This is via self evaluation and discussions of practices.
A teacher’s role is comprehensive and requires many skills. Boundaries therefore need to be put in place in order for both teacher and learner to recognise where your role as a teacher stops. GRAVELLS, A. (2007)
Boundaries are what forms our beliefs, and are vital to recognising our limitations and realising when changes may be needed. They should not get involved emotionally and always keep contact only on a professional level.
The teacher/learner relationship is very important as we as teachers need to be careful not to offend and respect pupils boundaries, keep confidentiality of learners, teach with no discrimination and aware of when it is appropriate to offer additional support on a one to one basis. My strategy for dealing with this is to request assistance from others to ensure an equal and positive learning.
Identify and summarise key aspects of relevant legislative requirements and codes of practice.
As teachers, we need to be aware of key aspects of current legislations and codes of practice relevant to our teaching. These have been put into place within organisations to provide guidelines about certain aspects of professional practice.
Having codes of practice ensures that everyone is aware of procedures in a given situation. The TSP Safeguarding code uses the Department of Health guidance in its document: No Secrets: Guidance on Developing and Implementing Multi-agency Policies and Procedures to Protect Vulnerable Adults from Abuse (2000) and in the DoH, Home Office and Department for Education and Employment (DfEE) (1999) document, Working Together to Safeguard Children.
It is imperative to my role to take the welfare of all learners very seriously but exercises particular concerns for the safety of young people and vulnerable adults. Other key legislations that all teachers, tutors, coachers etc need to have a good understanding of include:
* The Disability Discrimination Act (2005) - aims to end the discrimination which many disabled people face.
* The Sex Discrimination Act (1975) - which protected men and women from discrimination on the grounds of sex or marriage.
* The Race Relations Act (1976 amended in 2000) - to prevent discrimination on the grounds of race.
* The Data Protection Act (1998) - protect people's fundamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data.
* The Protection of Children Act (1999) - a system for identifying persons considered to be unsuitable to work with children.
* Special Educational Needs and Disability Act 2001- introduces the right for disabled students not to be discriminated against in education, training and any services. http://www.legislation.gov.uk/
As teachers it is paramount to continue developing our knowledge and awareness of new and improved legislations in order to do our jobs effectively.