Review what your role, responsibilities and boundaries, as a teacher would be in terms of the teaching/training cycle.
To choose one definition that would completely encompass the role of a teacher is quite difficult, descriptions have evolved and some examples include:
These representations reflect the transitions over the years however none can be excluded as dependant on course content, circumstance, learning styles and learner, a ‘teacher’ might be all of these in any given day. Consequently this makes the definition of boundaries appear ambiguous, until one adds the most fundamental element, in that it is the ...view middle of the document...
The information collected and held in accordance with Data Protection guidelines, is crucial at the commencement of any relationship as it endeavours to eliminate assumptions, as stated in ‘Preparing To Teach in the Lifelong Learning Sector’ ‘What they expect to learn may not be what you expect them to learn’ (Gravells 2007, Page 37).
It is the teacher’s responsibility to maintain confidentiality and their role is to collect the information without judgement, placing emphasis on equal opportunities and where the learner should be referred, if the organisation cannot meet their needs.
Boundaries often come into play when learners asks for assistance outside the teachers remit, an example might include details of which benefit to claim, we then refer to the job centre as it is not our area of expertise.
Planning and Design
At the centre we predominately teach in a group environment nevertheless it is the responsibility of the teacher to ensure that each person is treated as an individual, how well their needs have been collected in stage 1, informs the planning and design section of the learning cycle, and are used to consider each learner separately. Risk assessments carried out would be taken into account to safeguard vulnerable adults and addressed within the planned induction at the commencement of the course, where we would also take the opportunity to outline all heath and safety issues. Consequently it is the teacher’s responsibility to remain up to date with current legislation surrounding these subjects.
Although it is not mentioned above, certain courses use psychometrics to guide the teacher in terms of personality types for the purposes of group dynamics and clashes, so within the planning of the timetable, ‘Buddy up’ time is scheduled in. A ‘Scheme of Work’ plots out the progression of a course, combined with a ‘Session Plan’ going one step further into each class to ensure that the right resources and activities are in place to accommodate the differing needs of the learner, and that the course content is relevant and on track with its aims and objectives.
Delivering or Facilitating
The main role of the teacher here is to facilitate communication in such a way that all learners are encouraged to enter into a wider debate surrounding the chosen course. Their participation around the subject matter is key to ownership of their learning, with the teacher subtlety regulating sessions to make certain that on one level time boundaries are maintained, and on another a balance of interaction invited to inspire learners to...