...ESSAY ON ROLES AND RESPONSIBILITIES OF A GOOD TEACHER About My Subject: My subject is to teach Arabic as second Language for adult students from different Races and ethnicities. I have students from different cultural background. Some of my students are from Pakistani Families, some are Bengali Families, Indian Families, Kenyan Families and few of them are originally from British Background. I also have two Irish students too. It is very challenging because of different background of the students and it is very difficult because of different level of skills of Arabic Language. Some of the students are familiar with Arabic Alphabets, few words and few sentences because of their Muslim background. Many Muslims speak Urdu as their common language of communication which includes Arabic Alphabets and words. Some are learning Arabic for the first time, as beginners. Their level of learning skill is very low. Hence, it is very challenging that to teach such group and complete the aim and achieve the goal. Aim: The aim of the course is to learn reading, writing and speaking Arabic. The students can read, write and speak basic Arabic as a mean to communicate with Arabs and to access to Arabic Literature. Achievement: I am hoping that the students will be able to read, write and speak basic level of Arabic at the completion of the course. Certainly, I cannot expect very high expectations from the students. I cannot expect perfection in any of them. Some of them will achieve excellence...
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...PTLLS: Level 4 Theory Assignment Review what your role, responsibilities and boundaries as a teacher would be in terms of the teacher / training cycle: In my role as Learning and Development Officer it is my job to deliver the Learning Disability Qualification (LDQ) training programme, which they must complete and pass within the first three months after they are employed. The LDQ is divided into six parts with each part lasting a full day. After completion of the six days I must register the staff members with the external examining body and support them through the three months in which they are to complete their work books. As a trainer I have responsibilities to uphold but also boundaries to be aware of: To plan and design learning whilst providing equal opportunities: The external examining body provide a skeleton of how the LDQ should be delivered. It tells me the content of the six days and which subjects need to be covered. However the delivery methods and resources I use are my own choice. Before the start of an LDQ course I like to ensure that my LDQ will be delivered in a manner that places no individual at a disadvantage ‘If a learner is never successful in your lessons, he or she will soon give up’ (Petty, 2004). I go through my session slides ensuring that each slide is as clear, free of jargon and as minimal as possible. I always set up the slides as white backgrounds and dark blue font so that they are not distracting and easy to read...
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...The roles, responsibilities and relationships of the teacher in lifelong learning. Gravells ( 2012) emphasized that all Teachers must update and maintain their knowledge, attitude, skills as well as a good knowledge of current legislation and regulatory requirements which are often subject to change . These changes are either generic, that is affects all who teach whereas some others are subject or environment specific. According to Brookfield (1985), the role of teachers is to facilitate the acquisition of the knowledge and not to transmit it. Furthermore, NRC (2000) also suggests that the goal of education shift from an emphasis on detailed coverage of subject matter to helping students develop their own intellectual tools and learning strategies. My role as a teacher must confirm to the teaching style which is enumerated in the teaching cycle which is highlighted below; Identification of needs – Means finding out my potential learner needs, carrying out initial assessments and consenting to individual learning plans. Planning – This enables me to prepare my scheme of work, session plans and teaching and learning materials to ensure the requirements of the syllabus are covered. Facilitating learning- That is adopting a variety of teaching and learning approaches. Assessing learning - This entails obtaining feedback from others, evaluating myself in order to make improvements for the future. Quality assurance and continuous Evaluation- Which should...
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...Describe what your role, responsibilities and boundaries would be as a teacher/trainer/tutor in terms of the teaching/training cycle. My role, responsibilities and boundaries: | - Use clear language at an appropriate level in terms my students will understand. - To be able to motivate students, continually research for new ideas relative to the subject. - To be enthusiastic and passionate as regards to the subject. - Approachable, available and open to discussion. - Manage the learning process from the start through to completion. - Assess students progress and give relevant feedback. - Keep a record of progress and assessments. - Not to become too familiar with students. - Make time available for student support. - Maintain student confidentiality. - Make sure that students welfare issues are addressed. - Students conduct i.a.w. acceptable classroom protocols and behaviour. | Guidance! How do/would you address the following aspects (A to H) when teaching adult learners? A. Assessing learning needs B. Planning and preparing teaching and learning programmes for groups and individuals. C. Developing and using a range of teaching and learning techniques. D. Managing the learning process. E. Providing the learner with support. F. Assessing the outcomes. G. Reflecting upon and evaluating one’s own performance and planning future practice. H. Meeting professional requirements A. Assessing learning needs | - The product required. The outcome of...
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...Review your role, responsibilities and boundaries as a teacher in terms of the teaching and training cycle. & Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and type of organization within which you work. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” William A. Ward (www.adprima.com), 2011 Teaching is both an art and science. Science because it is a systematic knowledge gained through observation and experimentation (exploration) and art because it is the craft which uses specific principles and methods (creative).A proficient teacher has to make sure that both aspects are applied while blending in to the environment. Teaching as a profession has changed over a period of time and so has the role of a teacher. The conventional role of a teacher was to just impart information to students and students were expected to learn and understand it. Now, with extensive research done on how student learn, a new insight has developed and hence the role of teacher has changed. Innumerable learning theories, e.g. Sensory, Kolb’s experiential theory, Skinner’s behaviorist’s theory and the learning domains (Cognitive, Psychomotor, Affective) Gravells (2008),(Behavioral, Cognitive and Humanistic) Roger (1996) have been identified and related to diverse strategies to cope with individual learning styles. On the other hand, Reece and Walker (2006)...
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...CROSS CURICULAR PLANNING MODEL Subjects /Strands: Social Studies : Heritage & Identity: Our Changing Roles and Responsibilities Grade(s): 1 Dates of possible implementation: ________________________ Culminating task due date: ________________ | |What is important for students to know? What are the enduring understandings? What is the big open question to inform learning and link curricula? (consider | |A. BIG IDEA FOR THIS UNIT |starting with big ideas in Science or Social Studies) | | | | | |BIG IDEAS: A person’s roles, responsibilities, and relationships change over time and in different situations. | | |Their own roles, responsibilities, and relationships play a role in developing their identity | | |All people are worthy of respect, regardless of their roles, relationships, and responsibilities. | | |GUIDING/FRAMING...
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...Roles and Responsibilities Teaching Service Last updated 1 January 2015 ROLES AND RESPONSIBILITIES TEACHING SERVICE CONTENTS PAGE OVERVIEW 2 PRINCIPALS 2 ASSISTANT PRINCIPALS 2 LEADING TEACHERS 4 CLASSROOM TEACHERS 5 PARAPROFESSIONALS 7 EDUCATION SUPPORT CLASS 7 Roles and Responsibilities – Teaching Service Page 1 OVERVIEW The roles and responsibilities that can be expected of employees at the various classification levels, including the principal class, is set out below and incorporates Schedule 2 of the Victorian Government Schools Agreement 2013. PRINCIPALS The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the strategic deployment of resources provided by the Department and the school community. A key component of this role is to increase the knowledge base of teachers within their school about student learning and quality teacher practice. At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters; that the decisions of the council are implemented; and that adequate support and resources are provided for the conduct of council meetings. Principals have a clear set of accountabilities, which distinguish their work from other employees in the Teaching Service and the education community and are set out in detail in the contract...
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...Teachers must meet immediate daily demands such as preparing lessons, assessing students’ performances and creating a fair and equitable classroom environment. As such, teachers have major roles and responsibilities to undertake in the classroom. Some major roles of a teacher is to educate, to guide, to correct, and to discipline the student by acting within the appropriate laws and regulations (Zirrpoli & Melloy, 2001). The word educate comes from the Latin educere, which means “to lead”. So it is the teachers’ responsibility to take up the task of leading the students to knowledge and understanding. In order to educate students, teachers need to be knowledgeable about their subject area according to Raspberry (1993). Because the more knowledgeable they are as teachers, the more effective they will be in the classroom. The teacher possessing subject-matter knowledge and instructional skill, is a professional educator like that of teachers of the Realism Theory. Moreover, the roles of a teacher in the classroom plays a vital part in the education system. In that, teachers are expected to conduct initial assessments which will help identify learners’ needs and skills in the classroom. After identifying those needs and skills, they will then be more knowledgeable of the state of their students and pursue the necessary help if needed to reinforce or diminish certain behaviours. Teachers will as well become aware of how their students learn and what motivates them to learn. Evidence...
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...what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle Role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such a way that all students are encouraged to enter into a wider debate surrounding the topic they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within a group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful throughout the program. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. I teach holistic health and wellbeing classes where motivations and previous experience constantly change as better health is experienced. My role is to create a safe learning environment to establish open and trusting relationships. Recording changes by completing relevant admin ensures records are up to date in order to evaluate changes to forthcoming aims and objectives. The main responsibility of the teacher is to...
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...Learning Roles and Responsibilities of a Teacher In this assignment I will explain the teaching roles and responsibilities in education and training. “An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students receive a quality education.” (Woodward N, 2008) As a Teacher you have a wide range of roles and responsibilities the first I will discuss is Inclusive practice. To ensure you are respected and doing your job correctly you need to ensure you are including everyone equally and fairly in every lesson and practice you do, there are many reasons in teaching why you have to include inclusive practice your lessons, these include: “Inclusion is not bringing people into what already exists, it is making a new space, a better space for everybody” ( Olivero R, 2003) * Legal Requirement ( Equalities Act 2010) This act was brought into force in 2010 and ensures everyone is given the same rights when in education and training, a Teacher needs to ensure they are adhering to this at all times. * Every Child Matters 2003, This is another act that a teacher has to ensure they use as a teacher, This was introduced to help promote the well-being of children and young people. * Promotes a positive Learning Environment- This is crucial as you have a right to ensure every student you are teaching has the right to a positive learning experience free from exclusion. As a teacher I believe...
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... New Staff Mentoring. Understanding Roles, Responsibilities and Relationships in Education and Training This leaflet is published to assist you in mentoring a new member of staff in your department. You should only use this leaflet as a guide and it does not replace the staff handbook in any way. Teaching/Training Role for Babcock Employees As an employee of Babcock you have Roles and Responsibilities in the education and training of members of Her Majesty’s Armed Forces. Roles: 1. Assessor. You will be required to carry out periodic diagnostic assessment of the students whilst undergoing instruction. 2. Communicator. Clear communication is the pathway to students, colleagues and other professionals understanding the subject. 3. Behaviour. Although military discipline is responsibility of the military it is your role to impart the appropriate behaviour and respect for others that the company expects. . 4. Individual Needs. During their time with you there may be occasions when a student shows need for a more individual programme of instruction. It is your role, as a teacher, to refer the student to the relevant support mechanism. 5. There are numerous support mechanisms available for the students. The list is not exhaustive but includes SAAFA, Padre, Platoon Staff, Soldiers Review Board, Services Education Centre etc. . 6. An important role for you as a teacher is being organised . 7. You should be reflective...
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...CHAPTER I INTRODUCTION All school aims to improve teaching and learning. Though there are differences in how the school will go about it. The task of organizing, coordinating, monitoring and supporting teachers in their efforts to provide high-quality learning opportunities for students are important in developing instructional program that are needed for every classroom. As different as the approaches to school reform are, it lies on their success on the motivations and capacities of leadership. Change of improving student learning is quite complicated unless school leaders agree with its purposes and appreciate what is required to make it work. Instructional leaders must also, for example, be able to help their colleagues understand how the reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change . In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005). The ultimate goal of instructional leadership was to improve teaching, and meaningful supervision became the instrument to assist teachers in developing and growing in their professional knowledge, skills, and abilities. CONCEPTUAL FRAMEWORK Leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as...
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...Roles and Responsibilities in Special Education Melinda Harper Grand Canyon University Special Education Program Development and Funding 523 Dr. Justina Kwapy July 16, 2014 Roles and Responsibilities in Special Education The world of education is anything but static. It is in a constant state of change with everyone hoping to do the greater good for our children. Roles and responsibilities of those who help the children continue to grow and evolve, and educators learn how to manage the diverse classrooms of today. The roles and responsibilities of those educators who are contributing to the education of our students with special needs have evolved over time. Considering how the Romans treated those with disabilities by leaving infants outside to die, or Greek philosophers made grave statements that they should not exist, to even earlier years in the U.S. creating institutions named, State Asylum for Unteachable Idiots, I feel that the world of special education has come a long way and still continues to grow in a positive manner. With the growth and progress that is being made students are no longer sent to institutional homes or facilities. Many families are caring for their special needs children. There are schools that are for special needs students that offer supports and services to the students, but many students are returning back to their home (local) schools. Teachers are receiving more education and extra training to better meet the needs of the...
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...factors that influence the equality of opportunity for individuals. D1: Analyse the role of health and social care workers in promoting non-discriminatory practice. In this assignment, I will be describing the roles of health and social care workers in promoting non-discriminatory practice. Non-discriminatory It is a professional practice that ensures individuals are being treated equally and also ensures that no one is treated unfairly. Nursery teacher: One of the role and responsibility of a nursery teacher is to ensure that all pupils are in a safeguarded environment. The teachers can do this by providing the pupils with safety equipment, such as blunt scissors, soft balls, crayons and soft toys. If they do not ensure that their responsibility is being met it may lead to putting the pupils health in danger. The teachers at the nursery can promote non-discrimination by eliminating unlawful discrimination, promote equal opportunities and promote good relations between people of different racial groups. They can make sure the anti-discrimination policy is readily available and that the governors, staff, pupils, and their parents are aware of it and also making sure the non-discrimination policy and it’s procedures are followed. Another role and responsibility at a nursery is a teacher should take appropriate action in all cases of discrimination and making sure all staff know their responsibilities and receive training and support in carrying these out. They can do this by providing...
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...among University Teachers: the case of Pakistan Noor Fatima: Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Pakistan. noor_e_fatimah@hotmail.com Dr Shamim A.Sahibzada: Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Pakistan. shamim@szabist-isb.edu.pk Abstract Balance in work and family life is an emerging challenge for both employees and employers. The present research categorises selected variables as work and family related factors to study work life balance. This paper analyses the determinants of work and life imbalance with respect to male and female university teachers. A total of 146 teacher’s responses from both private and public sector universities are included in the study. Statistical analysis reveals that partner support, colleague support and job resources are positively associated with the work life balance whereas unfair criticism at job is negatively associated with work life balance. Independent sample t-test is used to analyse the effect of independent variables on work life balance with respect to male and female university teachers. The variables, partner support, childcare responsibilities, elder dependency, and colleagues support have different effect when analysed by male and female university teachers as independent samples. Keywords: Work life balance, University, Teachers, 1. Introduction Work/life is commonly referred to as work and family. To balance between the family responsibilities and work responsibilities...
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