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David Mycock

The role, responsibilities and relationship of a teacher in life long learning sector


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For the purpose of this case study I will be discussing the role, responsibilities and
relationship of a teacher in lifelong learning sector. The main focus of this discussion
aimed towards my own profession as a Paramedic, teaching a group of students a
clinical based subject within a classroom setting. The key purpose for my teaching is
to create a stimulating and effective learning opportunity of a high quality that will
enable my students to progress both equally and individually with a focus to
encourage their professional development throughout (Gravells, 2013).
Summaries key aspects of legislation, regulatory requirements and
codes practice relating to own role and responsibility
As a teacher there are legislative requirements that are relevant in all places of
learning and must be considered. There are generic requirements, which apply to all
types of teaching at any location such as Code of Professional Practice (2008). There
is an also specific regulatory requirement relevant to the location and the individual
educational settings where a teacher is working, such as specific Health and Safety
matters. Some of the generic legislation that the teacher will need to be aware of is
set out in the table below:
There are specific guidelines and also local measures that will apply to my teaching
role in differing types. These measures and guidelines might include aspects of the
generic issues mentioned in the above table, but also incorporating relevant
legislation and codes of practice within the establishment and environment I work
within in, for example the Control of Substances to Heath (COSSH) Regulations 2002.
A teacher, teaching a clinical practice to students has a duty of care towards them.
Table 1
Code of Professional
Practice (2008)
- Professional integrity
- Respect
- Reasonable care
- Professional practice
- Criminal offence disclosure
- Responsibility during institute investigations
- Responsibility
Data protection Act
(1998)
Is the regulation of the processing of information relating to
individuals, including the obtaining, holding, use or disclosure of
such information.
Equality Act (2010) Brings disability, sex, race and other grounds of discrimination
within one piece of legislation.
Human Rights Act
(1998)
Gives people all their basic rights. All bodies are required to adhere
to the act and the courts must interpret UK law in accordance with
the European convention on Human Rights and Fundamental
Freedoms.
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Promotion of Health and safety and also best clinical practice forms part of my
teaching practice. I will carry this out in the form of a demonstration and coaching
session adhering to COSSH and also the health and safety guidelines. Both of the
above examples are relevant when clinicians are learning a new paramedic skill.

Whilst teaching specific paramedic activities I will take into account various possible
hazards for example a sharp/needle stick injury within the mock classroom setting.
Any such incident reported to the relevant bodies (i.e) the occupational health
department with the relavant reports and policies and procedures adhered to. The
main concern would be the leaners health and safty at all time but more so in these
circumstances.

Explain own responsibility for promoting equality and valuing diversity
The global nature of education and social mobility means that equality and diversity
should be considered as an important issue whilst planning for teaching and
considering the learning opportunities. Equality is about treating people fairly with
respect and dignity including not treating anyone in a less favourable manner
specific to their needs, albeit race, gender, disability, religion or belief sexual
orientation and age. Need Ref

My own responsibilities for promoting equality and diversity in a classroom setting
would start by creating an inclusive environment where individuals can feel safe
expressing their differences and values, respect and celebrate each others diversity.
I will achieve this by setting some clear ground rules that express the right of
individuals in the classroom in relation to equality and diversity. I will work with my
learners to develop a mutual and clear understanding of what is expected and
valued. A general discussion early on in the learning program is key, for example a
light-hearted yet structured discussion that involves all the learners interests i.e.
current affairs, cultural topics, TV Programs and matters that highlights aspects of
diversity will enable my learners to discuss these matters in a safe, respectful and
non-threatening environment.

One clear message would be establishing zero tolerance towards bullying,
discrimination or prejudicial behaviour. I will role model this behaviour and will
challenge my learners in a respectful and supportive manner to ensure the rights of
all my learners to express themselves is maintained. I think having an open and
approachable manner is crucial for students to feel reassured knowing that they can
confide with their teacher. These will be done in line with the Safeguarding
regulations. I will empower my learners to express, both as a group and as an
individual, their areas of concerns, respect one another, gain a better understanding
of one anothers differing abilities (if any) regardless of age, sexuality, race, gender,
disability and religious beliefs.
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In the past, equality has often been described as everyone being the same or having
the same opportunities. Nowadays it can be described as everyone being different,
but having equal rights (Gravells, 2013:60).
Explain own role and responsibilities in lifelong learning
All students are likely to have expectations however adult learners expectations and
demands maybe different from that of children and young adults. Adult learners are
usually funding their own education so are looking for value for money and a high
standard of professionalism and quality of teaching. (Daines 2006 et-el) recognises
that Adult leaners along with life experiences have expectations of their tutor for
example:

To know his/her subject,
To be competent and employ the appropriate teaching skill,
To be told how well they are doing
To work and achieve something as a result.

I would establish ground rules. This would and should depend on age and experience
of the learner group. Students differ when it comes to behaviour and respect for
others. This can be due to different upbringings and ages, therefore establishing
ground rules will need to reflect these differences. Group discussion of their
expectations as well as incorporation of their views ensures every student feels
heard and included.

Ground rules need to be set early on in the learning programme forming part of the
introductory process (Ice Breaker). Most Paramedic courses/clinical updates are
short run programmes running between 1-2days hence this is why ground rules need
to be established at the introductory stage. I would expect an older more
experienced group of students to be more mature and to establish ground rules
based on how they would expect people to behave in a group/ learning environment
and to treat others how you would expect to be treated yourself. Ground rules
could also incorporate issue being fully prepared for lessons and ensuring that, I as a
teacher would keep good time in order for my class to start and finish promptly. I
would respond to students commitment completing an assignment, by making sure
that all marking is complete and returned in equally good time. As the teacher, I
would ask the group of learners to contribute to the rules, forming part of the
icebreaker activity allowing learners to interact and build confidence within the
group.

I have a responsibility within my professional role to maintain a methodical and
structured approach to my teaching. The teacher training cycle (Gravells, 2013) is a
cycle of identifying needs, planning learning, facilitating, assessing, and quality
assurance and evaluation. Using the cycle the teacher will assess review and adapt
their style and approach. In terms of the training cycle the teachers role can be
broken down into the following:
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Identifying needs
Identifying the needs of students, their motivations for wanting to complete the
course and individual learning style allows the development of a learner profile. I can
then take this into account so that the way I plan and deliver training can be tailored
to suit the needs of students. This is referred to as differentiation (Gravells, 2013)
and promotes a greater inclusivity.

Planning learning
The course needs to be planned so that the information extracted during the robust
initial assessment can be exploited to create the best learning environment possible,
taking into account the different learning styles and specific needs of the students.

Facilitating learning
This is the actual delivery of the course applying all the teaching methods. This stage
involves carrying out the course, teaching methods, resources required, formative
assessment, records of students attendance, tutorials and any report needs.

Assessment and evaluation
The final process and possibly the most important, is to determine whether the
course met all its objectives, was it fit for purpose, and does it require changes to
improve the learning experience? Assessment looks at the student performance, did
they achieve what they set out and give the best performance possible. Assessment
needs to take into account the options of the student via student evaluation forms.
This will help the teacher to assess their own performance and help and prepare for
future courses.

Explain own role and responsibilities in identifying and meeting the
needs of learners
Recognising and understanding the different styles of individual learning is
important. I will gain as much information as I can from the learners and the process
of enrolment and registration that they may have gone through. This will help me
capture and produce an individual and group profile for my learners identifying their
specific needs. I would also use various techniques to establish my learners
preference of learning style. For example as part of the introductory phase of the
learning programme I would ask each individual student to give a brief introduction
i.e. asking the students to recall if they have any prior knowledge of the course in
which they have enrolled. I recognise that this is a simple method of identifying
learners needs, knowledge, and varying ability but also an effective gauge. This will
give me an important primary survey of each individual student capabilities and
knowledge base.

Through my research I have found various learning styles and theories that describe
ways in which students hold and retain information. However they seem to cover all
aspects of key learning for example: (Fleming 2005) stated that people can be
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grouped into four different styles of learning: Visual, Aural, Read/write and
Kinaesthetic.

Visual
Visual (seeing) learners usually
Are meticulous and neat in appearance
Find verbal instruction difficult
Memorise by looking at pictures
Notice details
Observer rather than act or talk
Like watching videos/DVDs

Aural
Aural (listen and talking) learners usually:
Are easily distracted
Enjoy talking and listening to others
Have difficulty with written instruction
Hum, sing and whisper or talk out loud
Ask questions
Dont like noisy environments
Read/write
Read/write (reading and writing) learners usually:
Are good spellers and have good handwriting
Enjoy research
Like writing what other shave written
Like to read books
Use a dictionary and thesaurus
Written lists make notes

Kinaesthetic
Kinaesthetic (doing) learners usually):
Are tactile towards others
Do not like reading and are often poor spellers
Enjoy worksheets and discussion
Fidget with pens while studying
Like particle activities
Use their hands while talking

However studies also show that over a period of three days, learning retention is as
follows. (Pike, 1989)
10% of what you read
20% of what you hear
30% of what you see
50% of what you see and hear
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70% of what you say
90% of what you say and do

However I also recognise the importance of motivation therefore its imperative to
try and establish and promote a professional relationship that leads to individual
learning and trust.

My approach to motivating a group of learners would be developing certain features
within my teaching methods. These being key issues such as: discussion, group work,
instruction, practical activities (Role Play), projects, and presentations. For example:
identifying leaners individual strengths when it comes to group work gives the
learner a sense of contribution and feeling that they have achieved. This is important
when recognising that this same learner may have limitations in other areas,
however building on strengths adds to and firm trusting relationship between
teacher and learner alike with a sense of fulfilment.

As a Teacher I would ensure inclusive learning takes place making sure all my leaners
have an equal opportunity to be involved in the teaching and learning process. I am
aware that when teaching a group of learners a subject, that there will be differing
abilities and not all the same.

I would ensure that my lesson are planned to cater for the needs of my learners of
varying abilities and learning needs. For example a learner with specific learning
needs (i.e.) dyslexia I have a duty to support the learner, ensuring that learning
process as a positive outcome of fulfilment. I am aware that they may be
embarrassed and not wish to divulge personal information. I think adopting a
straightforward informal approach asking the learner how best I can help and
support they are best placed to now how I could support them. It may be the case of
altering the size/style of text or the colour of the paper which text as been printed,
note taking maybe difficult in this case working with the learner to formulate a
simple method might be the solution. However it is important to be seen not to
show any favouritism by the learners peers and to remain sensitive and respectful
to the rest of the group members.

Explain the boundaries between the teacher role and other
professional roles
Professionalism requires us to maintain appropriate standards and fulfil our
responsibilities to learners, institutions and colleagues (Francis and Gould, 2009:10)
I see the role of a teacher in the lifelong learning sector as someone who values all
learners individually and equally. As a teacher I will be committed to lifelong learning
and continuous professional and will reflect on my practice accordingly. I will make
sure that as a professional teacher I create effective and stimulating opportunities
for learning through high quality teaching that enables the development and
progression of all learners.
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There are aspect of teaching and learning that might impact or limit how
professional a teacher can be in his or her role. For example lack of resources might
impact on the way that a teacher will prepare for the lessons, expectations from a
teacher in terms of performance outside teaching commitments might impact on
quality of the lesson planning and delivery.
I am aware not to put my professional role as teacher under threat from learners,
recognising the clear distinction of the teaching role from a supportive one i.e. not to
encourage informal contact such as social media sites also giving out personal
information.
If working in the community students might need directing to debt management or
Citizens Advice Bureau for legal advice, these are just two of many possible
examples. It is important to be aware of points of referral and not give out personal
advice, which may interfere with the teacher student relationship, which could be
harmful to the student in the long-term.

In a college or school environment there might also be occasions where a learner
would needs support from other professionals from within the organisation. Such as
counselling, financial support, or information and guidance about progression or
career opportunities. Working with other professionals is key and understanding the
remit of their responsibility and ability to refer students to these professional
services is key part of a role of a tutor.






Describe points of referral to meet the needs of learners
I will also seek help and support from the wider areas within the establishment that I
will be teaching in order to ensure outside classrooms support is made available
where necessary and appropriate. For example depending on the environment that
the teaching is taking place I may be able to access the use of student services,
library and learning resources services, the special needs education services,
counsellors, pastoral tutors, chaplaincy and other support and wrap around services.
Outside the organisation there may be point of referral to dieticians, police, social
services, Samaritans, Sexual Health Clinics and other relevant support services might
be of relevance and importance is specific cases.

In terms of points of referral I would ensure that as part of my planning, delivery,
assessment and review I take into account the data and information I have about my
learners needs and reflect my lessons accordingly so these are taken into account.
For example at the planning stage I will refer to the Initial Assessment process or
information I may have at the point of enrolment on the course that may highlight
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specific needs of my students. I will then make sure that course documentation
takes into account individual learners needs.

As a teacher it is important to be aware of other points of referral that are available
to meet any potential needs of learners. It is important to be aware of the
boundaries of a teaching role and my own limitations. Learners may require a
referral to advice and specialist advice and support, which may benefit the learners
in the long term. I will also follow the guidance on access to additional learning
support and work with colleagues to address the needs accordingly. This can be
done in class or outside the class based on the needs of the learners. Also matters
related to Safeguarding and vulnerable adults will be referred to according to the
organisational policy on these matters.

Summaries own responsibilities in relation to other professionals
It is important to establish and agree respective roles and responsibilities with other
professionals. Lack of understanding of boundaries and areas of responsibilities and
job roles may result in undesirable outcomes and problems in future. Having a clear
view of how your professional position fits with the wider context of the professional
service that is offered is key in making sure everyone is working for a common
purpose in the case of teaching for the benefit of learners and ensuring they reach
their full potential. A courteous and respectful working relationship, encouraging
and promoting the ability to work as a team, for the benefit of learners in my specific
discipline as a paramedic there is clear boundaries that a paramedic needs to be
aware of. In terms of teaching new paramedics these boundaries I will make sure
that the my students are aware of what needs to happen in relation to other
emergency services and hospitals in an event of a handover or as the case maybe. It
is important that as a teacher common objectives for the professionals are defined
and differences in terms of expectations, knowledge, personal circumstances, and
degree of responsibility is taken in to account to define the working relationships
and the related boundaries. Good communication and active participation in
discussion and team decisions will also help to ensure the outcome for learners is
achieved.
Explain own responsibilities in maintaining a safe and supportive
learning environment
As a teacher I am fully aware of my role in creating and maintaining a safe,
supportive and stimulating learning environment that promote positive social
interaction and active engagement in learning. I will apply my professional
knowledge of the subject matter and understanding of curriculum and teaching and
learning practice to make sure positive attitude to learning is encouraged and
learners participate fully in their own learning and achieve accordingly.

I also see my role as a key player in establishing and communicating clear
expectation from my learners both in terms of behavioural attitude and learning
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outcomes. In doing so I manage the teaching time, resources and facilities I will be
delivering from to maximise the full and varied participation of all my learners.
I will also take responsibility to familiarise myself with the organisation policies and
relevant legislation relating to ensuring safety of learners are maintained. Taking
active part in contributing to the organisational influences where learners are
encouraged to act responsibly and behave courteously towards each other.
Explain ways to promote appropriate behaviour and respect for others
Positive and appropriate behaviour in my view is strongly linked to having respect
for others and valuing them as unique individuals. Matters such as self-control,
consideration and empathy towards the needs of others all helps in ensuring an
appropriate behaviour is expressed. In my role as a teacher I will role model such
behaviours and endeavour to set good example. Being well organised and show a
degree of expectation from learners will also encourage higher quality of behaviour.
Setting a high standard and expectations as part of the ground rules of how I expect
my learners to behave will also encourage appropriate behaviours in the classroom
and towards one another.

I will use positive role modelling, positive reinforcement of appropriate behaviour in
the classroom as a way of promoting appropriate behaviour. I will also remain
consistent in my approach and maintain a well planned and well organised lesson
structure. Together with the above strategies I ensure clear expectations and
boundaries are set up and understood, agreed and accepted. Above all I remain
patient, understanding and attentive to the developmental needs of my learners and
adjust my lessons to enable them to maintain a positive and fulfilling learning
experience.