Roles,_Responsibilities_and_Boundaries_as_a_Teacher_in_Terms_of_the_Teaching_Training_Cycle.

Roles, responsibilities and boundaries as a teacher in terms of the teaching/training cycle. As a tutor, teacher or educator it is ones role to guide students through a set agenda of learning and to support encourage this learning process throughout. The parts which make up the cycle involve, identifying learners needs, designing a path of learning, facilitating the learning process, assessing and evaluating. The tutor should be supplying pupils with the information they need to then progress along a path of guided learning towards an established goal. The teaching/training cycle refers to an order of assessment that the tutor should go through while teaching a student that leads to training plans for the student and then review of their progress. It is the teacher’s responsibility to give the student feedback throughout. This learning process and prompt them to reflect on their progress so as to further their achievements. Lessons should include a variety of learning styles i.e. visual, auditory, reading/writing and kineasthetic activities. Pupils progress should be monitored by the tutor and their strengths and weaknesses in these areas of learning should be noted, catered for, and there should then be continual re-assessment. Each lesson should have a plan organised around the time frame of the session with a reasonable goal that is made clear to the student. Continuing lessons should have a steady assessment of progress, this assessment can be used to determine the best tutorial approach for the next lesson. It is the responsibility of the tutor to have appropriate lessons planned for the class/pupil(s). For instance if a lesson is planned for a large group to be conducted in a large space with loud musical instruments, this would not be appropriate with only two pupils in a small room with volume restrictions. The Code of Conduct clarifies the standards of behaviour that are expected of DET staff in the performance of their duties. It gives guidance in areas where staff need to make personal and ethical decisions. Working as an educator it is important to realise ethical boundaries and work within a code of conduct. “The Code of Conduct clarifies the standards of behaviour that are expected of DET staff in the performance of their duties. It gives guidance in areas where staff need to make personal and ethical decisions.” (NSW department of education and training). Boundaries such as the appropriateness of the teacher/learner relationship and disciplinary action for misconduct are poignant ethical issues, which are made clear when working in every education facility. “You will have professional boundaries within which to work and it’s important not to overstep these.” (Gravells, 2010). It is important to be aware of any disabilities, religious or cultural needs, and confidentiality with personal details. This is all to create a professional and friendly working environment that caters to the students learning. The teaching/training cycle gives a reliable structure in which roles, responsibilities and boundaries can be used effectively, assessed and reflected upon. These guidelines, roles and teaching approaches are all in place for use so that the learner can progress as much as needed with a productive approach and the tutor can continue to supply them with above adequate support as well as continually assessing their teaching strategies.