Halah h. MahmoodJakey

Gavin Heryng

My main role as a Math teacher is to be sure that the learners are on

the right programme at the right level and all have the tools they

need to gain the information they want and to guide every one so he

can have a good communication skills to solve any problem in the

subject that I am mentor in it, then to assesses them how to respect

the class legislation, equality, and diversity by engaging them in

class small projects, on line researching, or even helping each ether

in class room (1)

Halah – 1.1 Explain the teaching role and responsibilities in

education and training .

What are the role and responsibilities of the teacher?

.

Halah – 1.1 Explain the teaching role and responsibilities in education and training

What are the role and responsibilities of the teacher?

The main barrier in this activity is time, number of the learners in the

class and level of the learner which I am dealing with for the first

time.

As a teacher my main resposibility 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) .

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 =m x +c ] .

This simple question can give a clear idea of my student level, then I will put simple

next lesson plan to know their ability and what they need

Halah 1.2 summarise key aspects of legislation, regulatory requirement and

code of practice relating to own role and responsibilities

The legislation will differ depending upon the subject and because I want to be Math teacher

It is very important to meet the requirements of external bodies and regulators such as

ofsted(in England).

For Example : in all high schools in England there is a Math challenge occur once or twice a

year and the student who can go beyond threshold will be given a certificate to his Math level

.

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 ?

I should make sure I deliver style, teaching, learning and assessment

resources promote and include all learners in respect of the Act’s nine

protected characteristics(3)

Their must be ground rules with the learner from the start of the programme.

Using naturally occurring opportunities to explore aspects such as Ramadan

or Chinese New year will also help my learner appreciate and value diversity.

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)because each teacher has his own environment and curriculum.

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

Ann Gravells, 2013, Passing Assessments for the Award in Education and

Traing,1st edition, Amy thornton

2.Jacke Anderson ,2014 , teaching cycle

3.Ann Gavells,2013,passing Assessments for Award in Educationt

4. Ann Gravnals, 2013, The Teaching, Learning and Assessment Cycle Part

Identifying Needs, youtube video

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