Explain What Your Actual or Perceived Role, Responsibilities and Boundaries Are as a Teacher in Terms of the Teaching Cycle
A thorough examination of the teaching cycle is necessary to understand the many roles, responsibilities and boundaries that a particular teacher must adhere to. The purpose of the cycle, of course, is to constantly re-evaluate, refine and reassess both the methods and the results of the didactic process within a specific class. The interactivity through which those methods are delivered and through which those results are gleaned is of paramount importance to the perception of the teacher -- both within and outside the classroom. A close deconstruction of the individual processes of the teaching cycle reveals that ideally, the teacher should primarily serves as a facilitator for a productive, healthy educational environment.
The primary method by which a teacher facilitates this role is through his or her responsibilities as an assessor of students, of curriculum, and of the effect of the latter upon the former. Teachers must readily identify the specific needs of their students: needs which may include preferred methods of learning (such as tactile, auditory or visual), varying forms of motivation for engaging with the particular topic, as well as what previous experience with the subject matter students either have or lack. Accountings of logistics must be analyzed as well in order to determine how much curriculum may be digested by each student (and how) within an allotted timeframe, all of which needs to be planned prior to the actual lessons. However, the chief means of feedback through which the teacher's assessment is based upon is the evaluation (from both students and teachers) of the pedagogue's delivery of the curriculum. Evaluation can be as simple as an exam or as interactive as basing grades upon class discussion and participation (which is the preferred method of many teachers, although it may not always be logistically feasible), but the main factor is that evaluation must be ongoing, so the teacher is able to reassess, deliver, and re-evaluate his or her pedagogy as frequently as possible, to provide students with a learning experience tailored to their specific needs.
By fulfilling the responsibilities of assessing, evaluating, and planning his or her delivery accordingly, a teacher is able to facilitate a comprehensive, interactive learning environment in which all students (for that particular class) may participate. However, this ideal through which a teacher may engage in the primary role associated with this profession -- that of a facilitator or modulator of discussion and ideas -- can only be achieved if the teacher observes a number of boundaries conducive to such an atmosphere. The most prevalent of these limitations is the teacher's ability to compromise his or her stance on whatever the subject of discussion is, with that of the students in order to encourage the free passage of ideas. The teacher must be an authority figure in terms of discipline and classroom facilitation, but he or she needs not always be the sole authority on the subject. If the teacher adheres to the circumscriptions of forsaking his expertise for a more productive, interactive discussion (while delicately guiding the learning process and not imposing his opinions on the class) and recognizing the limitations of his own ability to teach (that is, frankly admitting when his or her methods are not helping a student and getting the pupil adequate aid), the fulfillment of the role of facilitator for learning, which this profession calls, for may be achieved.
Identify the Legislative Requirements and Codes of Practice That Impact One's Teaching
In order to efficiently outline the legislative requirements and codes of practice that impact one's didactic performance, it becomes necessary to define what exactly these particular terms denote, and in some cases, what they connote, as well. A key distinction exists between a legislative requirement and a code of practice. The former is a compulsion to act as mandated by an act of Parliament, and is typically subject to enforcement in the court system. The latter are merely accepted guidelines of confirmed behavior for a vocation or set of circumstances. There are also statutory codes of practice which are approved by Parliament and may be applied as evidence towards court proceedings. Codes of practice and legislative requirements may vary in accordance to what types of class is being taught, but there are general measure which are applicable to most teachers.
One of the most important mandates which significantly impacts the vast majority of teachers, particularly in this post-millennium era of technological advancements, is the Health and Safety Regulations of 1992, which was amended in 2002. These regulations are related to the Health and Safety at Work Act of 1974, and contain specific principles for working with the display of screen equipment. Pedagogues risk the possibility of damaging their sight if they look directly into the beam of a projector, so these particular regulations refer the use of laser pointers and specify which ones are least hazardous ones (Class 1 and Class 2). The Data Protection Act of 1998 and the Copyright, Designs, and Patents Act of 1988 (which was later modified into the Copyright and Related Rights Regulations of 2003) provide valuable information as to the legality of what information is used for teaching, how it may be used, and what specific measures must be taken to protect the rights of both the user and the creator of specific information.
In April of 2008, the Institute For Learning (IFL) released its Code of Practice for Teachers. The code seeks to protect the public interest and that of its learners by instituting a uniform set of regulations that educators must adhere to. Another set of measures which can directly affect the way teachers perform their duty is the Manual Handling Regulation of 1992, which specifies that teachers should avoid manually handling operations of any sort when there is any type of risk involved. Teachers must utilize their means and transportation of electronic equipment accordingly. When handling loads (such as the issuance of materials and supplies to students), these regulations mandate educators to do so by mechanical means as much as possible. The Safer Practice, Safer Living measures (established in 2007 by the National Institute of Adult Continuing Education) offer a set series of guidelines for working with vulnerable adults. These measures specify responsibilities incurred upon a teacher for protecting vulnerable adults in regards to their skills and learning. The incorporation of these guidelines for teaching such adults works in tandem with a number of legislation involved with the classroom environment.
Identify the Legislative Requirements and Codes of Practice That Directly Impact the Learning Environment
A substantial amount of principles are existent to assist in the regulation of legislative requirements and codes of practice which directly impact the learning environment. A fair amount of these measures were created to ensure and preserve the diversity of the classroom environment. These mandates were adopted to not only diversify the classroom in terms of race, sex and sexual preference, and students with disabilities, but also to guarantee that teachers treat students who vary among the preceding spectrums in a manner which is most conducive to the positive teaching environment which pedagogues strive for. Of prime importance among this legislation and codes of practice is the Race Relations Act, which was amended in 2000 and extends the previous Race Relations act of 1976. This act was created to outlaw discrimination throughout the jurisdiction of Parliament, which subsequently includes the role of the teacher in public education fields. It also requires teachers to actively promote diversity in their classroom settings, a duty which may be…