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Roles, Responsibilities and Boundaries in Teaching - Case Study Example

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Roles, responsibilities and boundaries in teaching Name Institution affiliation Tutor Date Roles, responsibilities and boundaries in teaching Teachers hold the key to success in generations to come. Teachers can either build or hinder the knowledge growth in a child…
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Roles, Responsibilities and Boundaries in Teaching
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Roles, responsibilities and boundaries in teaching affiliation Roles, responsibilities and boundaries in teaching Teachers hold the key to success in generations to come. Teachers can either build or hinder the knowledge growth in a child. Teachers are usually governed by rules and regulations from institutions they operate in. However, there are the general roles and responsibilities that are required from teachers. According to Bidwell (2001) the roles and responsibilities of educators are both educational and social responsibilities. Teachers are also governed by boundaries. Boundaries are usually driven by social ethics. Boundaries, roles and responsibilities are qualities within which a teacher’s operations are assessed. Their success in their work is usually reflected by their teaching or training cycle. Generally, teachers should provide a communication means with students in which they find it easy and efficient to communicate and relate to the topics in the study course. The responsibilities and roles vary with time and results from assessments. Results and recommendations from prior assessments are incorporated in the development of new teaching skills and responsibilities. According to Wallace (2007), teachers should have the role of creating a safe learning environment and establishing open and trust relationships with learners. By recording results and assessments, it helps a teacher to keep an update on the changes among the learners which may be useful in setting future objectives and aims (Bidwell, 2001). Teachers should take up the role of identifying the need of both the institution and learner. After identification, they should come up with a working framework that suits a learner efficiently and within the stipulated needs of the institutions. The working framework should also be according to the syllabus. Identifying of needs also gives the recommendations on individual or group learning for specific students. Identifying the need of the learners and the institutions is the first step to an appropriate teaching practice in any organization (Tummons, 2007). This holds the key to a success or failure of a learning framework. Teachers also have the role and responsibility to give learners the feeling of appreciation and equality. Teachers have different fields of operation. To succeed in a field, the teacher should consider all learners as equal in terms of offering services and creation of relationships. For instance, a teacher may be assigned to provide knowledge to learners with special needs. Wallace (2007) says that these learners need more than just learning through pen and paper. They need a special relationship with their tutors. A teacher should be able to establish the needed relationship with these learners. Regardless of race, medical condition and sex, a teacher should provide the gesture and feeling of equality in all learners. This role is related in teaching or training cycle since through this, learners are given the best environment to acquire knowledge and education (Gravells, 2007). Other roles of teacher in a training cycle are coming up with proper lesson plans including materials required in training learners. Assessing learners’ progress and their delivery are also roles of a teacher. Additionally, marking attendance lists and conducting tutorials fall under the roles given to teachers. One of the most important responsibilities of an aspiring teacher in a lifelong sector is to learn the required skills and tutoring skills needed in the subject one is aspiring to teach (Tummons, 2007). This enables learners to obtain the required literacy in ICT, numerical and social skills. Being a teacher in the lifelong sector, one is given the responsibility to carefully to scrutinize all written and typed presentations provided to learners. This is meant to detect any typed or spelling mistakes. These mistakes may impact the learners negatively. Being a teacher also requires one to have the attributes of being a tutor. The attributes range from being responsible to being thoughtful and supportive. Other responsibilities are personal attributes like patience, intelligent, focused, flexible, honest, positive, reliable, professional, enthusiastic, competent, confident and responsible. Boundaries in teaching are usually based on ethics and social norms. Teachers are only required to keep contact with learners only in a professional level. Teachers are barred from having any emotional attachments with their students. To stop this from happening, teachers are normally advised not to be overfriendly and too personal with learners (Bidwell, 2001). Apart from the emotional boundaries, teachers are also required not to harass and student either physically or verbally. The boundaries are meant to provide the gap between the teachers and learners. In any teaching or training cycle, professionalism is a main key to success. With boundaries, professionalism is promoted and practiced. Teachers need to be scrutinized and assessed in relation to their performance. The assessment mainly revolves around roles, responsibilities and boundaries. These three factors, in essence, shape teachers to be of much more importance to learners and the society as a whole. References Bidwell, B. (2001). Hand in Hand. Canada: General Store Publishing House. Gravells, A. (2007). Preparing to teach in the lifelong learning sector. London: Learning matters. Tummons, J. (2007). Becoming a professional tutor in the lifelong learning sector. London: Learning matters. Wallace, S. (2007). Teaching, tutoring and training in the lifelong learning sector. London: Learning matters. Read More
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