Roles and responsibilites

Halah h. Mahmood
Jakey
Gavin Heryng

Halah – 1.1 Explain the teaching role and responsibilities in education and training
What are the role and responsibilities of the teacher?
As a teacher my main role is knowing the level, ability and the needs of my students . I can do
that by asking them simple questions in my first lesson or by interviewing each of them
separately, if it is possible. Then the feedback from the learners will help me in choosing the
subject and the information that I will teach them, then arrange a suitable course for them and
make a right plan which consists basic points they need to develop their knowledge (1) .
My responsibility is to make sure that each student gets the right amount of assessment to let
them move on to the next step in the learning cycle, which is how to use the information that
they got in their work with each other and can effectively use this information in their career.
.
If I divided them randomly into groups, and gave them 5 minutes to answer two
Mathematical questions this will let me know their maths level immediately.
For example a simple question in Maths would be like what is a linear equation ?
Or can any one tell me what is the meaning of [ y =mx +c ] .
The main barrier in this activity is time and the level of the learner
which I am dealing with for the first time.

Halah 1.2 summarise key aspects of legislation, regulatory requirement and
code of practice relating to own role and responsibilities
It is unlawful for any education provider, including a private or independent provider, to
discriminate between learner on grounds of race, sex, disability, sexual orientation, gender
reassignment, pregnancy and maternity, and religion or belief .
I have to make sure that I am catering to their educational needs also if one or more need
some special help due to any health problems. Each learner has their own way to learn, some
of these ways are very fast ,others are slower, I need good skills to deal with this
differentiation so that I can cope with all students, I must involve the learners in real life
solving (research, case study, ect), using projects to increase motivation and also songs,
puzzles and games.
Classifying the learners according to their level of ability, assess the progress of
individual learners and take any required steps, motivate learners to attend classes
regularly (2)

Halah1.3 Explain ways to promote equality and value diversity
Why it is important to identify individual needs ?
Identify what skills and knowledgement the learners already have. Learning will be
most effective when people have an opportunity to learn
things that relate to their own lives and their needs . People want to improve their life
and the life of their families. So their interests will be dominated by their own and
their family needs. To measure learning we need to know first what our learners
already know.
Unless we do this, we cannot easily identify each learners progress. We
should keep detailed records for each learner. These will allow us, to help the
learner, to check learning progress and see what improvement has been made.(3)

Halah1.3 Explain ways to promote equality and value diversity
As a teacher I have to read about the theory of teaching but at the end of the day to be a
good coach and give good instruction I must have my own way of teaching and learning
(‘theory-in-use) .
For Example If I want to work on the basis of Maslow’s theory Of motivation
I have to read the theory but I will use my own tools and only develop effective ‘theory-in-use’
because students begin to make up their own ‘story’ of what the topics they learn and
they will give me different answers than what Maslow ‘s students gave and I can use a
student’s work as a window into their current understanding and improve my own way of
equality and diversity (4)
References
1.Goeff Petty,2004,teaching today, 3rd edition, kurt Design
2.Jacke Anderson ,2014 , teaching cycle
3.Goeff petty,2004,Teaching today, 3rd edition, Kurt Design
4. Ann Gravnals, 2013, The Teaching, Learning and Assessment Cycle Part
Identifying Needs, youtube video

1.4 Explain why it is important to identify
and meet individual learner needs.
By assessing a learner’s current level of ability in a given subject, I am
better prepared for their individual needs. I can ensure that I do not
unnecessarily repeat material the learner is familiar with and that my (often
limited) resources are spent with optimal efficiency and delivered “based on
the learner’s preference for employing different phases of the learning
cycle.” (Kolb, 2010)
If I can quickly identify a learner’s level of ability
and learning style then I can assess what guidance
is required to meet qualification requirements, or
even if they can be utilised to help support other
learners in the group.
Gavin Heryng

1.4 Explain why it is important to identify
and meet individual learner needs.
By identifying an individual’s needs and recognising
prior achievements I am in a better position to tailor my
approach and gain a greater degree of understanding
from the learner by relating to previous experiences.
The greater the perceived ease of the subject by the
learner the better the learner should assimilate the new
information and the greater the improvement will be to
the learner’s self-esteem, which should in turn improve
future learning experiences.
Gavin Heryng

In My Experience...
In my role as a customer services trainer, I
have needed to identify an agent’s ability
through ongoing one-on-one observation and
assessment of his work. I used standard
matrices to highlight areas for development and
utilised reflective learning methodology in an
attempt to ensure that the agent achieved the
required level of competency for the role.
This, combined with performance reports from team
management, enabled me to easily identify any knowledge or skills
gaps, or even behavioural issues which may have been preventing the
agent from achieving his potential.
Gavin Heryng

In My Experience...
I was then able implement further training and coaching, assigning
appropriate support in a higher-achieving agent as a mentor, before
carrying out further observation and assessment to identify if the agent
had met the required level of competency.
Such proactive identification of my agents
abilities and needs typically ensures that the
business gains the maximum return in its
investment and that the agent is content and
confident in their abilities within their role. In
this case however, it was identified that the
agents level of ability was insufficient for the
role and his employment was terminated.
Gavin Heryng

Explain ways to maintain a safe and
supportive learning environment
I ensure that I create a safe physical learning
environment in which learners feel safe and supported,
where learners feel empowered to drive their own
education in a positive and proactive way. This involves,
first and foremost, that consideration has been given to
health and safety regulations, and also to accessibility
for learners with specific requirements or disabilities.
The venue must be accessible to learners with mobility
issues, free from physical hazards, spacious enough for
the group size and room temperature is maintained at a
comfortable level.
Gavin Heryng

Explain ways to maintain a safe and
supportive learning environment
Though while it is essential that health and safety
considerations are met, a safe and supportive
environment also means ensuring that my learners
do not feel threatened by external factors (Laird,
1985) such as bullying, discrimination and
intimidation.
By ensuring my learners’ trust that I have their
best interests at heart and will take positive action against any factor that
may compromise the integrity of the learning environment. I gain my
learners’ trust through an attitude “of respect, warmth, caring, liking and
understanding” (Rogers, 1967).
Gavin Heryng

In My Experience...
Part of my current role involves providing individual support for new
starters to the business in the form of one on one mentoring. When first
meeting a new mentee I agree a “contract” with them; an agreement
between the two of us on how our relationship will work, what I expect
from the mentee and what they expect from me.
Gavin Heryng
With my most recent mentee, Rashid, I
asked how he would prefer I provide support;
should I take a very hands on approach,
guiding him through his work step by step, or
should I remove myself from the equation
and allow him to find his own way?

In My Experience...
Rashid requested the latter and we agreed that this approach would be
adopted, but established the ground rule that should this be determined
to be ineffective at the end of the session session then another
approach would be considered.
By ensuring that a culture of mutual trust and respect was established
early I was able to quickly gain the trust of my mentee and to make him
feel safe and supported in his new role.
Gavin Heryng

Explain why it is important to promote
appropriate behaviour and respect for
others
It is vitally important that I ensure that appropriate behaviour and respect
for others is maintained with my learners, both towards I as the teacher
and towards fellow learners, as any form of inappropriate behaviour will
be disruptive to the session and “can lead to to other members of the
class being disrupted, with them finding it difficult to concentrate.”
(Reece and Walker, 2000)
Gavin Heryng

others
Establishing early a group contract of standards
and desired behaviours, including a zero tolerance
policy towards bullying and discrimination, should
ensure that all learners (and I as the teacher) share
a mutual understanding of what is expected for a
nurturing learning environment.
A culture of inclusion is vital in “Supporting everyone to feel that they
belong” and “viewing the difference between students as resources to
support learning, rather than as problems to be overcome.” (Booth and
Ainscow, 2011).
Gavin Heryng

others
Such a culture values the individual and recognises the benefits that
people with different backgrounds and experiences can bring to the
group such as new ideas and approaches to learning that their peers
may not have considered.
Gavin Heryng

In My Experience...
I feel that I have been fortunate to have never personally encountered
or witnessed any bullying or discrimination during my time as a
customer services trainer. Even occasions of disruption and
behavioural issues have been few and far between.
However, I do feel that a lack of experience in this
area has presented me with challenges as well. On
the one occasion a particularly disruptive learner
refused to adhere to basic timekeeping or follow
instruction, I found myself struggling with how to
handle the situation.
Gavin Heryng

In My Experience...
“When discipline problems do occur… address the management
problem rather than making an attack on an individual student.”
(Reece and Walker, 2000)
My attempt to set and enforce ground rules had apparently failed and I
was not equipped to handle such resistance from one of my learners.
My first reaction was anger and an immediate dislike of the individual
causing me this problem.
I found it effective to remove myself and the learner from the classroom
environment and to ask if the learner had any needs that prevented
them from following the contract we had both agreed to.
Gavin Heryng

In My Experience...
Gavin Heryng
I explained how the disruptive behaviour could
be affecting others and that further disruption
could result in disciplinary action.
I learned that when appropriate behaviours are
not followed and respect not given by learners it
can affect other learners and the trainer alike.
I also learned that as a trainer I must continue to demonstrate
appropriate behaviours and show respect to my learners, regardless of
any obstacles they may present.

Understand the relationships between teachers and
other professionals in education and training
Jackie McGinty

When considering the role of teacher, the sharing of assessment decisions and
learner progress may be disclosed to other professionals to support effective
delivery and assessment methods but also to identify the progression and
timely completion of individuals or groups of students, grouped by subject,
sector or provider. These processes will often require the co-operation of the
teacher in supplying documentation as requested or arranging the availability of
learners for questioning. Reasons include:
Quality assurance both internally and externally - The External Quality
Assurers of the awarding body conduct regular visits to ensure standards are
being met. Internal verification is also conducted by Internal Quality Assurers by
the use of a sampling plan and standardisation sessions are carried out to
maintain and review the standard of assessment and delivery; to prevent
learners from being over or under assessed. Part of this process includes the
completion of peer reviews for teaching sessions and also internal audits. In
instances where there is more than one teacher for a subject, colleagues will
often work collaboratively to research and develop resources such as
assessment materials (formative), lesson plans and schemes of work to
provide a more standardised approach and maintain quality.
Jackie McGinty

Regulatory bodies – OFSTED conduct regular inspections of standards of
teaching and learning using the common inspection framework and awarding body's
can conduct accreditation inspections, observations of assessment
arrangements/practices (invigilation etc) or investigate complaints at any time. A
teacher or representative of the provider (administration), may also be required to
liaise with regulatory bodies to make arrangements for the provision of ALS to
learners with disabilities such as dyslexia, dyspraxia or sight and hearing
impairments.
Financial representatives (including Brokers for government funding) - Often
registered providers, these agencies act as a 'bridge' between sources of funding
and providers, making decisions surrounding the distribution of funding, assisting
with additional support arrangements and also monitoring learner progress against
regional and national statistics.
Employers -Employers play a vital role in supporting learners in the workplace,
particularly in relation to vocational achievement. Learners may have a 'buddy' ,
mentor or workplace assessor who supports them in the work environment.
Individuals taking on this role are often registered professionals or a person of
authority who has the skills and expertise to effectively support the learner.
Additionally, employers may provide direct funding for the provision of education for
their employees and as such, will be involved in reviewing learner progress at
regular intervals to ascertain the benefit to their organisation as well as the
individual.
Jackie McGinty

The needs of every individual vary, but can be more broadly defined by
Maslow's Hierarchy of Needs as identified in his theory of human motivation
(Maslow, 1943).
Needs are represented as levels starting with the most basic of physiological
needs such as the requirement for an individual to receive adequate
nourishment, upward to the achievement of self-actualisation, where an
individual becomes ' fully functional , possessing a healthy personality and
taking responsibility for themselves and their actions' (Gravells, 2008, p. 33).
The motivation theory behind the hierarchy, is that if the needs of an individual
are not satisfied at one level, they become increasingly motivated to fulfil these
needs and cannot effectively progress to the next level, until they have done
so. This is particularly relevant to the practice of teaching considering that
Maslow also believed that 'the provision of an education which stimulates
growth, enables an individual to progress through the levels of need in order to
achieve self actualisation.' (Gravells, 2008, p. 33)
Jackie McGinty

The role of the teacher is to educate, encourage and support an individual to
realise their potential and learning goals, whilst providing a safe and secure
learning environment which is inclusive and offers equal opportunity to all. With
this in mind, Maslow's hierarchy of needs and the impact which non-fulfilment
at any level can have upon learning, requires careful consideration.
Teachers and trainers can effectively impact how some of the needs of
individuals are met whilst in the learning environment with effective delivery and
the provision of adequate resources. For example, when considering the
physiological and safety needs of an individual, a teacher should provide a safe
and secure learning environment which is maintained at a comfortable
temperature, with access to water and toilet facilities.
By ensuring that the principles of equality and diversity are upheld and
promoting a culture of mutual respect and inclusivity which is free from fear, a
teacher can meet needs surrounding self esteem and belonging, with self-actualisation
occurring as a result of a candidate successfully achieving their
learning goals.
Jackie McGinty

Demographics have a strong part to play in the needs and requirement for
Additional Learning Support (ALS) of students. Factors such as age, ethnicity,
disability and employment status are examples of some of the many variables
which can affect the needs of a learner both inside the classroom, and also in
their personal life.
A teacher must consider the impact of these needs on the learning experience
and ultimate success of the student, and take steps within the scope of their
role to assist learners, providing them with additional learning support including
information, advice and guidance(IAG) or appropriate signposting to other
organisations.
Limitations including professional boundaries limited by job description, not
possessing the required skills or experience or a lack of time and resources
can mean that the learner is 'referred' to another professional who has the
capacity to effectively provide the required support. This can also be the case
after following guidelines for communication or following the involvement of
management in situations which fall outside the remit of the teaching role.
Jackie McGinty

Whilst teachers can usually address issues surrounding the need for ALS as
part of their role, more complex requirements typically require the teacher to
liaise with other professionals, internally or externally to the organisation. A
teacher should be able to provide details on where to get information and
support for issues such as:
 Health and wellbeing - Sexual health, Counselling and support services.
 General Issues - Housing, finances and benefits and immigration.
 Employment rights and advice (particularly relevant in vocational
qualifications) - Human Resources/Personnel departments, ACAS, Trade
Unions, Government agencies and organisations/websites in relation to
Equality and Diversity in the workplace, Health and Safety etc.
 Careers and employability - Careers advice may be issued internally by
qualified careers advisors or may be offered by professional organisations or
services such as recruitment agencies.
 Further learning opportunities - Specialist training providers and further or
higher education providers, colleges and universities.
Jackie McGinty

Gravells, A., 2008. Preparing to teach in the lifelong leaning sector. 3rd ed.
Exeter: Learning Maters LTD.
Maslow, A., 1943. A Theory of Human Motivation. Psychological Review, Issue
50, pp. 370-396.
McLoed, S., 2007 - updated 2014. Maslow:. [Online]
Available at: http://www.simplypsychology.org/maslow.html
[Accessed 15 10 2014].
Jackie McGinty

Roles and responsibilites

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