Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching/Training Cycle
- Submitted by: dharte
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- Date Submitted: 10/06/2010 03:50 AM
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Teacher’s roles and responsibilities develop with circumstance and time. Due to the constant change of either it is difficult to create a strict definition, though there are some that are common to all teachers throughout the education system. It is difficult to know where the roles and responsibilities of a teacher should stop, and I believe is each teacher’s responsibility to know the boundaries.
There exists a misconception that the only skill required to be a teacher is the ability to teach, but it goes far beyond this. A teacher must be multifaceted (Walkin 1990) adapting to ever changing circumstance. Qualities and characteristics desired in a teacher go hand in hand with key responsibilities and it is difficult to separate them.
Some of the roles of a teacher would be:
A sound knowledge of subject matter is required, but also the ability to understand specifics, generalities, facts and theories. To incorporate new knowledge and be capable of creative thinking.
The ability to pass on knowledge to another and relate it with clarity. Question the learners carefully enough to know how they see or are confused by a subject. To listen and empathise with students, respecting their views, understanding them as an individual and learning their needs. The role of the teacher is far reaching and encompasses all the qualities required to communicate effectively, patience, sense of humour, diplomacy and a respect for cultural diversity.
The roles of a teacher appear never ending. In WALKLIN (1990) he established some of the roles of a teacher as, change agent and innovator; councillor and coach; helper and supporter; implementer; monitor and evaluator; motivator and team leader; needs identifier and advisor; organiser and planner; staff developer; teaching and learning media expert and finally tutor.
I would suggest that this is just the tip of the iceberg.
There exists a misconception that the only skill required to be a teacher is the ability to teach, but it goes far beyond this. A teacher must be multifaceted (Walkin 1990) adapting to ever changing circumstance. Qualities and characteristics desired in a teacher go hand in hand with key responsibilities and it is difficult to separate them.
Some of the roles of a teacher would be:
A sound knowledge of subject matter is required, but also the ability to understand specifics, generalities, facts and theories. To incorporate new knowledge and be capable of creative thinking.
The ability to pass on knowledge to another and relate it with clarity. Question the learners carefully enough to know how they see or are confused by a subject. To listen and empathise with students, respecting their views, understanding them as an individual and learning their needs. The role of the teacher is far reaching and encompasses all the qualities required to communicate effectively, patience, sense of humour, diplomacy and a respect for cultural diversity.
The roles of a teacher appear never ending. In WALKLIN (1990) he established some of the roles of a teacher as, change agent and innovator; councillor and coach; helper and supporter; implementer; monitor and evaluator; motivator and team leader; needs identifier and advisor; organiser and planner; staff developer; teaching and learning media expert and finally tutor.
I would suggest that this is just the tip of the iceberg.