Roles and Responsibilities and Boundaries of a Teacher Essay

Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of:

A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy.

1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own

With personal matters it is important not to given preferential treatment to one or a group of learners and to treat everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. not join social networking sites etc. You should avoid touching students inappropriately or give preferential treatment to some students and not others.

“Continuum of responsibility” is essentially a way for a teacher to remind himself or herself on how to interact with students, regarding to a more personal interaction with a student or group of students, based on the fact the he or she is a public figure. Clarity and persuasive best describe the “continuum of responsibility”. If a teacher were to continue to maintain the boundaries between student and self while still being able to connect with the student(s), then the teacher would be very affective; however, if the teacher allows the student to come in for more continued lessons, transportation, or attention, this means that the teacher is now allowing for the student to set the boundaries for the relationship between teacher and student. When looking at the most recent cases of a teacher being accused of inappropriate conduct, a majority of the time the teacher is allowing these inappropriate individual times with the student to

It should be noted that that every learner will have different needs and requirements and therefore, should be taught respectively. Equality is a vital

Q1. Identify 4 legislations that could relate to your job as a teacher and explain how this relate to your job

As a new entrant in this integration essay, I will explain the roles, responsibilities, and boundaries with reference to the LLUK standards, in terms of the key aspects of the legislative requirements. I will make clear the importance as a teacher concerning the values of disciplinary awareness, by briefly referring to ‘A Profession In Crisis' (Robson, 1998) in terms of the boundaries of the teaching role in regards to my autonomy and my responsibilities in the practice of teaching.

When Federal legislation; Disability Discrimination Act was announced in 1992 it stated that it was unlawful to discriminate against people with disability in the workplace, education and access to premises, goods, services and facilities. It recognised the rights of people with disabilities and the legal obligations of service providers such as schools to provide all children, equal rights and access to education in a regular local school (Lane 2017). Whilst the laws and policies regarding people with disability should be adhered to there is no guarantee that inclusive practices are followed by all schools. Foreman and Arthur-Kelly recommend shared responsibility between parents, teachers, schools and the community for achieving inclusion for all students with additional needs into the classroom and the school community (2014, p. 69).

Teachers in particular have a major influence on their student’s individual learning. Their attitudes towards inclusion have a significant impact on the strategies they may or may not use within their classroom. The teacher’s views towards inclusion can be determined by many factors. Teachers who have been more educated in this area may have a more positive outlook on inclusive education.

All children can learn and the right to an education. Inclusive education is based on the moral, legal and human rights that each of has. The idea of inclusive or differentiated instruction is an approach to teaching that advocates active planning for and attention to students differences in classrooms. Inclusion in its most general sense is the right to active participation and achieving equity, the achievement of outcomes that are equal, through engagement in all aspects of daily life. A process through which barriers are removed to help with participation and progress for all students, it is therefore a process of responding to the uniqueness of the students and

Providing support and collaboration is an essential element that should be used in creating an inclusive school. After reading the text, I thought about some schools I’ve visited that do not practice inclusion effectively. As I was reading, I thought of ways we could use inclusive teaching in our future classrooms effectively. For example, after reading Co-Teaching in a Middle elementary: A study in contrasts, I thought about ways that the teachers at Eubark elementary could help Nathan who was placed in the general education but segregated in the corner of the classroom. To help Nathan, I first thought that the educators could place in him groups with the other children and plan a lessons where the students are not placed in ability groups. After reading, the text I realized that students were placed in groups based on ability for example the special education students were placed with the special education students. To change this situation, for example the teachers could plan lessons based on all the students. For example, instead of playing student’s in those ability groups centers could be created instead. In these centers, mixed ability groups should be placed in each center and the material presentation should focus on all the student’s needs in the center. For example, if I was doing the letters in the sand lesson with a mixed ability group, I would start off by allowing students to write their names in the sand if the student was unable to write their name I would

The profession of teaching warrants the attributes of the individual educator to carry themselves in a professional manner at all times. This notion has been evident to me since my own education in my early years of primary school and has developed in depth since studying the industry. I view teachers as professionals and it has always been my understanding that “teachers” have a duty of care to their students and rightfully must create support and safe environments for their students (Matulic-Keller,p.3,2011).

Back when I was in high school, a student from the lower batch came to me asking what a teacher is. “A teacher is someone who teaches.” I answered. “That’s it? That’s your definition? Well, never mind.” The girl said. And then, I was like, what? Why would she ask me such a question? It really bothered me the whole day. Then, I thought to myself, “Well, a teacher could be anything or anyone as long as that thing or that person contributes to our knowledge.” That’s the time I realized that a teacher is not simply a teacher. There’s more to it than a dictionary meaning. An educator is not merely a person who takes a course reading and reads texts from there to a student. A teacher can be a parent, an experience or simply a teacher or professor.

Being involved in the school system as a student is much different than being involved as a teacher. When you go to school every day, either as a student or as a teacher, you get stuck in a routine and things that happen daily are expected. During my observation time, I was more of someone who was on the outside looking in. I got to see and understand both sides of the school system from the students and from the faculty. This was my first time observing a classroom as someone other than a student, and it was quite exhilarating. I would like to share all the fun experiences I had during my short time of observation. I want to tell you how different age groups of students behave differently with one another and the teacher. I also want to share with you how different personalities in the teachers, can determine their effectiveness as a teacher. During my observation, I also had the opportunity to observe a special kind of classroom, one that surprised me that it even existed.