Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching Training Cycle.
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- Date Submitted: 10/06/2010 05:52 AM
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Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching training cycle.
When planning to teach we need to be mindful of what we are teaching, and how we will teach it. There are many considerations in this, these will be educational considerations based on the course you are teaching, there will be environmental considerations and certainly there will be boundaries that will need to be identified and respected from the very start of the teacher / student relationship. “You will have professional boundaries within which to work and it’s important not to over step these. You will need to find out what these are at your place of work. It’s about knowing where your role as a tutor stops” (Gravells 2008 P.10).
We need to be aware of our roles, the boundaries that influence our roles and the expectations of our learners in order to ensure a safe and productive learning / teaching experience. One way for me to quantify this is to reference the learning cycle and to explain how the role of the teacher is influenced by this process.
The learning cycle is a five stage process with no definitive start or ending point. We use it as teachers to inform our practise and guide us to be proactive in our approach and develop a reflective practise that benefits us as educators and our students as learners.
The perceived starting point is Identifying Needs. I say “perceived starting point” as a good teacher will often identify needs as the teacher / student relationship develops and the teacher gains new insights in to the needs of the learner in relationship to where they are at any given stage of the course. As a teacher identifies needs they have a responsibility to keep records of students needs and update them as appropriate. This is done through continual assessment and good reflective practise. This prompts a supportive working relationship and may even identify aspects of a learner’s need that the teacher may not be able /...
When planning to teach we need to be mindful of what we are teaching, and how we will teach it. There are many considerations in this, these will be educational considerations based on the course you are teaching, there will be environmental considerations and certainly there will be boundaries that will need to be identified and respected from the very start of the teacher / student relationship. “You will have professional boundaries within which to work and it’s important not to over step these. You will need to find out what these are at your place of work. It’s about knowing where your role as a tutor stops” (Gravells 2008 P.10).
We need to be aware of our roles, the boundaries that influence our roles and the expectations of our learners in order to ensure a safe and productive learning / teaching experience. One way for me to quantify this is to reference the learning cycle and to explain how the role of the teacher is influenced by this process.
The learning cycle is a five stage process with no definitive start or ending point. We use it as teachers to inform our practise and guide us to be proactive in our approach and develop a reflective practise that benefits us as educators and our students as learners.
The perceived starting point is Identifying Needs. I say “perceived starting point” as a good teacher will often identify needs as the teacher / student relationship develops and the teacher gains new insights in to the needs of the learner in relationship to where they are at any given stage of the course. As a teacher identifies needs they have a responsibility to keep records of students needs and update them as appropriate. This is done through continual assessment and good reflective practise. This prompts a supportive working relationship and may even identify aspects of a learner’s need that the teacher may not be able /...