Explain the teaching role and responsibilities in education and training
In reference to the role of the teacher, Ann Graves (2014:1) states that “it’s not just about teaching and training, it’s about the learning that takes place as a result.”
The traditional role of the teacher was a person who supplied information to their students and was a subject matter expert, a projector of knowledge that students must try to absorb.
Now the role of a teacher is more as a facilitator of individual learning, someone who provides the necessary expertise, differentiation, structure, assessment, feedback and environment to enable individuals to be able to achieve their personal learning objectives
This change in the role recognises that mature learners are often best suited to a humanistic approach to learning, one that, within a nurturing, yet structured, cycle of teaching, learning and assessment and that is sensitive to and appreciative of the dignity and worth of the learner. Theoretically, this provides opportunities for self-directed learning that best fits the character, motivation, expertise and inclinations of the individual or the group of individuals.
This cycle of learning helps to underline the role and responsibilities of the teacher. It comprises of identifying, planning, facilitating, assessing and evaluating learning, which mean that the teacher must be able to identify the strengths, weaknesses and requirements of individual students, plans lessons accordingly to address these issues, facilitate individual learning so as to enable learners to progress and to be able to assess this progress using an holistic approach and a variety of methods. Finally these results must be evaluated so that the cycle can begin again.
When dealing with students, teachers must be clear on what roles and responsibilities are and are not within their remit. For example, it is appropriate for a teacher to give informal feedback on an individual student’s work but it is inappropriate to give counselling in regards to a student’s personal problems. Should problems be communicated to a teacher that, in the teacher’s opinion, are of cause for concern, they have a duty and responsibility to report them to other agencies to address act upon as they see fit.
Summarise key aspects of legislation, regulatory requirements and codes of practice relating to your own role and responsibilities
Teachers and tutors have a responsibility as educators, role models and facilitators to be aware of the legislation, regulatory requirements and codes of practice that are relevant to their role in order to protect their learners from harm and discrimination.
The most important legislation and regulatory requirements relating to learners are:
The Health and Safety at Work etc. Act 1974 is the basis for all current legislation relating to health, safety and welfare at work. The employers duty under the act is to ensure so far as is reasonably practicable, the health, safety and welfare of all persons on their premises.
The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR), places a duty on employers, self-employed people and those in control of premises that require need to report specified incidents to the HSE, such as work-related deaths, major injuries, 7-day injuries, and dangerous occurrences (near miss accidents).
The Control of Substances Hazardous to Health (COSHH) Regulations 2002 was designed to provide a framework to aid in protecting people against the health risks associated with hazardous substances.
The Data Protection Act 2018 sets out the minimum standards for processing data in the EU. Companies and their employees covered by the GDPR are accountable for their handling of personal information. This can include having data protection policies, data protection impact assessments and having relevant documents on how data is processed.
Display Screen Equipment) Regulations 1992 as amended in 2002 requires an analysis of a learner’s workstation to asses and minimise risks related to the workstation. The workstation is not limited to the desk and chair but also include other equipment such as phones, monitors, input devices, filing cabinets etc. The DSE risk assessment should also take into account the work being undertaken and any special need of an individual person.
The Equality Act 2010 provides protection from discrimination, harassment and victimisation due to one or more of the nine protected characteristics.
Provision and Use of Work Equipment Regulations 1998 (PUWER) places specific duties on people who own, operate or control equipment or machinery used at work.
Every organisation should also have a robust policies and procedures that include guidance on matters relating to behaviour, dress code, time keeping, disciplinary and grievance.
In summary, as a tutor or teacher, it is important to take into account differences and to treat others, colleagues and, perhaps most importantly, students, fairly, equally and compassionately and to have legal frameworks in place to protect oneself and others from abuse and discrimination both deliberate and unintentional.
Explain ways to promote equality and value diversity
Ann Graves (2014:60) makes the point that the word “equality” has in the past been misinterpreted as meaning that everyone is the same and, on this basis that they all should have the same opportunities, but that the word is now commonly understood to mean that everyone has equal rights, even though they are all different. In other words, equality is, or should be, about striving to uphold the rights of all unique individuals.
Equality is ensuring that an individual or groups of individuals are treated fairly, equally and no less favourably than any other individual or groups of individuals in regards to their race, gender, disability, religion or belief, sexual orientation and age.
Diversity aims to recognise, respect and value individual’s uniqueness in their cultural, social, political or racial background as well as differences in their physical and mental health.
Tutors need to be mindful in their interactions with learners, so as to treat everyone with equal respect, to avoid offending individuals or groups, not to show favouritism towards particular individuals or groups and to attempt to ensure that all learners have an equal opportunity when it comes to accessing and engaging in learning. In order to achieve this you need to reflect and act upon their own behaviour and prejudices and those of their learners so you can avoid individuals or groups projecting their own beliefs, opinions or biases on other learners within the group.
Where there are instances of discrimination, prejudice or stereotyping they need to be addressed and challenged. It is important to challenge this behaviour for the benefit of not only the victim or victims but also for the benefit of those who act inappropriately as these are often due to ignorance and there is no malice or ill intent and they didn’t want to cause offence, hurt or discomfiture to others. By challenging negative behaviours in a positive way, we can encourage self-reflection, which can lead to enhanced understanding and respect resulting in an enhanced ability to uphold equality and diversity.
By creating an inclusive environment and promoting equality you should be able to remove any form discrimination in all of the aforementioned areas.
Explain why it is important to identify and meet individual learner needs
It is important to identify the unique needs of individual learners so that adjustments can be identified to help and support them access their studies so they can achieve their potential on an equal footing with their peers, and to help them met the learning objectives.These needs can be identified by the use of different methods.
There may be Learner who have visual impairments or problems with hearing or mobility. Cultural issues may affect the learning experience. A Learner member may be fasting for religious reasons and this may affect their concentration.
Needs can be identified by a number of methods. Obtaining prior information from pertinent student records, where they exist, conducting assessments before and during their courses of study, and from information gathered from other agencies when students have been referred on to or have progressed on to a course of study that the teacher is delivering. In addition, talking with students about their needs and ambitions can help teachers to formulate individual learning plans -and it has the added benefit of making students, their opinions and their needs seem valued.
The learners will also have their own learning style and this must be taken into account when delivering the teaching. The terms ‘activist’, ‘reflector’, ‘theorist’, and ‘pragmatist’ are from Honey and Mumford’s model, which is based on Kolb’s work.
The student should complete a brief essay explaining the importance of identifying and meeting individual learner needs within the area in which they plan to teach (400 words minimum).
Gravells, A. ( 2014 ) The Award in Education and Training
Honey, P. & Mumford, A. (1982) Manual of Learning Styles.
Gravells, A. ( 2014 ) The Award in Education and Training
Petty, Geoff. (2014) Teaching Today.