Assignment 1 The role of the teacher is not just to teach but also focus on the learning that takes

place. Teachers have a duty not to merely to repeat facts by rote, but instead to impart knowledge and understanding in a way that actively involves and engages students (Gravells, 2012). Teachers should also ensure that the learning environment is suitable for the subject being taught as well as the size and composition of the group. As unique individuals, a group of learners will have diverse styles of learning, so understanding their needs and tailoring delivery accordingly is vital to effective teaching. As teachers, we ultimately have a responsibility to oversee the whole learning process by inducting students, assessing progress, giving feedback, and keeping records as appropriate. (Gravells, 2012) There are many boundaries that constrain a teacher, for better or worse. For example, budgetary issues may limit the delivery of a subject. Some of these issues may be surmountable, but this not always the case. But there are certain inviolable precepts that a teacher should adhere to in order to maintain professional standards. For example, it is vital to remain in control, be fair and ethical with all your students (Gravells, 2012) and avoid situations where you could be seen to be favouring one student over another. While it is important for there to be cordial relations between students and teachers, there must be some professional distance between the two. For example, it would not be appropriate for a teacher to give their personal contact information to a student. The advent of social media is also a minefield that has resulted in teachers losing their jobs where injudicious use of these networks has compromised their professional integrity (Guardian.co.uk, 2011). Professional conduct is guided by myriad rules and regulations from a variety of bodies. The Institute for Learning introduced a Code of Professional Conduct in 2008 for teachers in Lifelong Learning that outlines key areas of responsibility based on

behaviours such as professional integrity, reasonable care, and professional practice (Gravells, 2012). An institution is also likely to have its own code of conduct that forms a contractual bond with their employees. There are also a variety of laws that confer statutory duties on teachers. For example, the Safeguarding Vulnerable Groups Act 2006 introduced a regime that ensures teachers are vetted by the Criminal Records Bureau before they are employed to work with children and vulnerable adults. The Data Protection Act 2006 places a responsibility on teachers to ensure that their records of students personal data are proportionate, accurate, confidential, and only retained for as long as necessary. The Health & Safety at Work Act 1974 places a responsibility on teachers to ensure that the learning environment is safe. The Equality Act 2010 protects various groups in society from discrimination. There are many more generic pieces of legislation relating to areas such as child protection, human rights, and intellectual property. But some subject areas may also have specific pieces of legislation that apply such as the Food Hygiene Regulations 2006 for teaching catering. There are also the frameworks created by examining bodies that standardise the teaching of subjects. It is the teachers responsibility to ascertain what rules and regulations apply to them, and to adhere accordingly. As teachers, we have a responsibility to ensure that our students are treated equally without discrimination. All students should have the same access to educational opportunities regardless of age, ability, or circumstance (Gravells, 2012). The protection of equality is enshrined in legislation such as the Equality Act 2010. In the past, equality may have been defined as everyone being the same, but a more contemporary and nuanced definition would be everyone being different, but having equal rights (Gravells, 2012). This is best described as diversity, valuing and respecting the differing circumstances and needs of learners. There are many approaches a teacher can take with regards to diversity, such as setting different activities for learners with varying levels of experience. Learning materials and approaches to teaching should be formed in such a way that they do not cause unnecessary offence to certain groups.

Ultimately, diversity is about ensuring that all learners are treated with respect and dignity (Gravells, 2012). As teachers, we have a prime responsibility to ensure the education of our learners. But learners may have issues that prevent this, such as learning difficulties, financial or housing problems, and so forth. We should not be purely reactive and wait for learners to make the first approach when they need help. Where there are indications of a problem, we should be proactive in helping learners. Teachers need to understand the limits of their responsibilities and abilities, and use their judgement accordingly to refer learners to the right source of help. This is particularly important where an issue requires an interagency approach, and the institution is dealing with bodies such as the police, social services, DWP, etc. Institutions typically have qualified and experienced staff to deal with external agencies, and it is not the role of the teacher to usurp this responsibility, but instead to collaborate with colleagues in a transparent and accountable manner. Creating an environment where learners feel secure, confident, and valued is of paramount importance. This should be established from induction onwards and maintained throughout the period of the course. There are physical factors such as ensuring the teaching space is right for the subject being taught, and the layout appropriate as well as being safe. Delivery is also crucial, ensuring you have the appropriate teaching materials, and that you can tailor them to appeal to diverse students. An institution will have its own particular rules and standards relating to matters such as good behaviour, health & safety, etc, so learners need to be fully apprised of these. Learners may also be wary of asking a teacher for help, so we should also inform them of the assistance available to them inside the institution such as counseling. Starting a new course can be a cause of trepidation, especially for adult learners, so using icebreakers during induction can help to break down barriers, helping the group to understand each other, and be at ease. Ground rules can be helpful in ensuring the learning environment is one that is safe and productive.

Rather than imposing a set of ground rules, teachers should work with learners to create a standard of conduct that all can agree on (Gravells, 2012). This may be a process of negotiation, but that process in itself may also help the group to understand each other better through discourse, and ultimately cohere.

Bibliography Gravells, A (2012). Preparing to Teach in the Lifelong Learning Sector. London: Learning Matters. p9, p16, p19-22, p51-52, p53-54, p88-93. Guardian.co.uk (2011). Primary school teachers resign after Facebook insults about pupils | Education | The Guardian. [online] Available at: http://www.guardian.co.uk/education/2011/dec/23/primary-school-teachers-resignfacebook