Roles and Responsibilities This essay is to evaluate what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. In order for one to completely explore the task expected from the author, it is paramount to understand the meaning of the terminology used in this essay. The author begins by giving a brief definition of “role”. According to the dictionary, role is defined as one’s part, expected function, job, duty, task, responsibility. Readers’ digest.
Whilst, online dictionary, Encarta (1998-2005) claim added that, “role” is usual or expected function, characteristic or expected pattern of behaviour. On the other hand, “responsibilities” refer to accountability, that is the position of being accountable to somebody or for something, something to be responsible for, blame for, authority to act, to take decision independently. With the above definition, one can say that, role and responsibility are similar or has some kind of similarity to it.
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Hence, the author will say that, as a teacher our role is our responsibility, the task and role, hence, we are accountable or responsible for our students or learners to acquire new skills or for learning to take place. Curzon, (2003) p17 states that, “Learning a change in human disposition or capability which persists over a period of time and which is not simply ascribable to the process of growth”. This statement means that, learning does not just occur as the process of growth, but rather, as a result of something or a proof that learning has taken place.
Moreover, many authors have cited several theories and models, some of which are, is teaching a science or an art, or both, and that, if teaching is training and instruction. According to Wilson (2008), roles are functions of a teacher, which are, planning and preparing for the class, developing interesting way to deliver the lesson, assessing the impact of learning, ensuring safe learning environment, marking work, feedback, record keeping.
Teachers’ also have duty of care, monitoring progress, to act within the professional codes, punctuality, acting as role model, even pastoral care and many other functions or roles. This author when on to state that, the roles of teachers’ is to act as a professional because one’s role can influence others. Wilson (2008). As a teacher, one’s role and responsibility should be towards the learners’ ability to learn and for learning to be as tailored made for the individual learner.
Moreover, Francis and Gould (2009), when on further by adding that, our expectation as a teacher, trainer, assessor or tutor is checking and reporting learner’s attendance and achievement, treating all learners with fairness, equal respect, giving opportunity to get involved, encouraging all, acknowledging diversity and differentiation. Keep up to date with subject development to mention a few, which also includes current legislation such as health and safety act 1974, manual handling operation 1992, RIDDOR, sex discrimination act 1975. Furthermore, Huddleston and Unwin (2008) p85 uses diversity and change in their research. Where will I teach” and “who will I teach”. Furthermore, that “adult teach and learn in one another’s company, they find themselves engaged in a challenging, passionate and creative activity”, and that “acts of teaching and learning – the creation and alteration of our beliefs, value, action, relationships, and social forms that result from this – are ways in which we realise our humanity”. The reason for adding the statement above is that, the author can deduced from findings that, one role as a teacher is to understands the individual ultural background and diversity of our culture, that the major roles and responsibilities of teachers’ is to teach apart from other roles as cited above. In other to draw conclusion to the research, one can say that, the “roles and “responsibilities” as a teacher are vast, to mention a few, one can say, one’s role is to understands the theories and models that can be adopted and how it can be related to the individual in the bid that, learning aims can be achieved in a conducive learning environment.
As a teacher, one’s role or duty and responsibility is to find what methods works for the individual, so that learners can learn ways to use and understand or possess the knowledge that they required. Petty (2006). Bibliography Curzon, L. B. (2003) Teaching in further Education: An outline of Principles and Practice, 6th Ed. , p17, London: Continuum. Encarta World English Dictionary © & (P) 1998-2005. Microsoft Corporation. Francis, M and Gould, J. (2009) Achieving Your PTLLS Award: A Practical Guild to Successful Teaching in the Lifelong Learning Sector. London: Sage Publications.
Huddleston, P and Unwin, L. (2008) Teaching and learning in further Education: Diversity and Change. 3rd Ed. , p85, London: Routledge. Muijs, D and Reynolds, D. (2005) Effective Teaching: Evidence and Practice. 2nd Ed. , London: Sage Publications. Petty, G. (2006) Evidence-Based Teaching: A Practical Approach. 2nd Ed. , United Kingdom: Nelson Thornes Ltd. Wilson, L. (2008) Practical Teaching: A Guide to PTLLS and CTLLS. London: Delmar Cengage Learning EMEA. PTLL: ASSIGNMENT ONE. SHAKIRAT AKINLEYE(YEMI) 21/09/2010