Roles, Responsibilities and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities and Relationships in Lifelong reading EssayCarry out research into your own role and responsibilities as a t sever completelyyer. Using your research, drive a written report of your findings which should include a) A summary of key aspects of legislation, regulatory requirements and codes of pr answerice applicable to the roles and responsibilities of the teacher. b) An analysis of the boundaries between the teaching role and other professional roles c) A review of points of referral to meet the needfully of learners d) An explanation of how to promote appropriate behaviour and respect for others. IntroTeaching is a challenging and recognize profession. thither are many roles and responsibilities that teachers are required to fulfil, or so of these are professional responsibilities pastoralThere is lots of legislation that influences teachers, particularly in the area of outdoor pursuits. Much of this legislation is designed to take place pupils sa fe and followed in the wake of the Lyme bay canoe disaster in 1993.Following this tragedy the Activity centres (young just aboutones safety) act was passed in 1995. The Health safety commission (HSC) was charged with the terms of the act and the certificate of indebtedness for drawing up new regulations. This resulted in the formation of the Adventure activities licensing authority (AALA) in 1996.This independent world body is responsible for inspecting outdoor activity providers (for under-18s) and granting them a licence if they are deemed to be operating safely in accordance with the guidelines of AALA and other national governing bodies (ref 1.1). These governing bodies are responsible for the regulation of each outdoor sport or activity in the UK and each governing body will birth their own codes of practice. For example, Mountain training UK (2008 11) states that they expect their members to Ensure that they operate within their competence and in a manner appropriate to the participants experience and abilityTeachers need to be conscious of maintaining professional relationships with scholars at all times. This is not always straightforward, particularly inthe often more relaxed atmosphere of further education where some banter with students will often be used to help build rapport. Teachers need to be close not to overstep this boundary students are rarely impressed and sometimes even embarrassed by tutors who try to identify with them too closely. Curzon (2003 249) These boundaries in like manner extend outside of college. Teachers need to be conscious of how they act and must protect their privacy on social media sites such as Facebook.Trying to meet the ask of all learners is a key foundation of teaching. Thorough planning is essential here as disparate learning needs and issues whitethorn be identified prior to teaching and plans made to support the learner. sometimes issues may arise during a teaching program and these will need to be d ealt with. If the teacher does not have the skills or experience to deal with the issue it is vital that they refer it to a professional in that field. Gravells (2012 52) supports this stating that you should always refer your students to a specialist or agency if you cannot deal with their needs. (ref 2.2)Dealing with student behaviour is an important, complex and potentially time consuming part of teaching. Ideally a teacher should be a role model for students to aspire to and should be able to promote and reward appropriate behaviour. It is when student behaviour starts to become disruptive and prevents others from learning that problems occur. Curzon (2003 245) believes that lack of intrinsic and extrinsic motivation may be discerned as the root of the problem. This suggests to us that teachers should aim to inspire students and actively involve them as much as possible in the classroom. As well as providing inspiration a teacher will also need to provide discipline.There will n eed to be some free-base rules that are set(p) down at the start of a teaching program to keep students on track. Ideally these ground rules should be decided on via a democratic process with the students although there will be some that the teacher will need to enforce the inclusion of e.g. no bullying other students.Any rift of the ground rules set at the start of the teaching program should be met initially with a comradely reminder of those rules. Students who continue to disrupt the learning of others by breaking the rules will need to be dealt withimmediately. It may also be of use for teachers to keep a record of behaviour for students. This could highlight patterns of behaviour that may be possible to avoid in future, for example by changing the seating plan. Any keep patterns of behaviour could also highlight the need for additional support as disruption could be a way of asking for help Gravells (2012 101) ConclusionThe research in this report shows that teachers need to have a wide range of skills and knowledge. They need to have an understanding of government legislation and how it affects them Word count run-inReferencesCurzon, L.B. (2003) Teaching in further education, London, Continuum books Gravells, A. (2012) Preparing to teach in the lifelong learning sector The new award, London, sage publications Mountain leader training (2008) National guidelines for walking and climbing leaders, Wales, Mountain leader training