Unit 006 “Roles Responsibilities and Relationships in Lifelong Learning

George Bowskill rapscallion 1 15/02/2011 Roles, Responsibilities and Relationships as a Tutor in womb-to-tomb Learning (21) The Different types of Boundaries between the Teaching Role and Other master copy roles. The purpose of boundaries are to protect the personal rights of both yourself and the learner, they define the refreshing ground rules taking in to account currant legislation.Professional boundaries are grand because they define the limits and responsibilities of the people that you interact with in the workplace. When workplace boundaries are clear defined, the companionship entrust work more efficiently because old supererogatory work as abbreviatements are removed and task performance is accountable. When everyone in an company is made aware who is responsible for what? , a healthier workplace environs is created.It then becomes very difficult for someone to blame others for their failed or short performance and good job performance can clearly be identified . the setup of boundaries and priorities go hand in hand because together they succor manage interpersonal relationships in the workplace. Together they go a recollective way toward establishing a productive work environment based on trust. Competent and knowledgeable managers understand these principles and continually model them for their staff.Boundaries indoors inform are not easily defined it can mean unalike things to different people. Teachers are responsible for recognizing in themselves whether they are at risk of infection of crossing boundaries whether this be legal, moral or ethical boundaries, becoming in any case personally obscure with assimilators, giving one student undue attention, physical composition or exchanging notes, letters or emails are all forms of boundary twist The most extreme form of boundary violation is that of sexual offense..Sexual abuse represents the ultimate break in of the trust in a instructor, the instructor moldiness be able to recognize and rectify this behavior, before the boundary is over stepped. Time restraints are also boundaries, and should be taken into account, we demand to go out what we teach can be done within the time given. The course of study and the organizational objectives are boundaries to the way and what we teach, the curriculum is peculiar(prenominal)ally what we are asked to teach, because we have a structure relating to the information we expect to ass on to the learners,. We could possibly have organizational objectives also, these are the objectives of the governing body, this could be Government, trial body, or Professional body, although these should be in line with the curriculum the could possibly add additional boundaries to the way we teach (22) Points of Referral to meet the needs of LearnersAs a teacher we have a responsibility to our students to give aid and tending not only in the academic sense but also with personal and work issues, and in most cases thi s should be done by referring the student to a professional with a greater and more specific knowledge in these area, these can be both internal and away points of referral, for instance, if the student is homeless or about to become homeless, an accommodation officeholder would be the direction to point the student, if it is for health reasons we should direct the student to a health professional, ether on campus or at a local anesthetic surgery.Other points of referral could for example be the students union, a councillor or a careers advisor, a drug and alcohol addiction service, or the citizens advice bureau, in other terminology any internal or external professional that can athletic brave outer the student with any issue they may encounter, we must always ring these people are experts in their given fields, as a teacher we are not. Identify the professional first then note your responsibility, to your student the professional and yourself. (23) Responsibilities with rega rds to other Professionals Page 2 As a teacher we have a responsibility to other professionals and professional bodies.We should respect their professionalism and keep open constant dialog with other professionals, we should document and record all aspects of our teaching, and exercise these available to other professionals for various reasons, such as audits and evaluations, other professionals could be Directors, senior management, even internal or external advisors, and exam menu personnel, If in doubt it is always advisable to ask assistance from other professional, their experience and knowledge can be far greater than your own. 31) Responsibilities for maintaining a safety and supportive training environment As a teacher it is our responsibility to provide a safe and supportive learning environment for all the students in our care, this is done by utilizing the training beat Firstly we identify the needs of the student, what they need to learn, and how we intend to teac h them.A clean, safe and secure room to learn in, with the room layout adequate for the purpose, Welfare facilities, dud rooms toilets a place to eat and drink, the room to maintain a comfortable temperature with good lighting and ventilation, we need also to set sight ground rules to safe guard the physical and emotional welfare of the students and oneself. to change them to feel secure during the learning experience, and to encourage diversity and equality within the learning environment.We then prepare for teaching, ensuring we have the adequate resources available for the lesson . including a structured time table. Lessons should be S. M. A. R. T. Specific, Measurable, Achievable, Realistic, and Time bound. We then deliver the lesson, or lecture, using suitable diverse systems of delivery, such as Visual aids, write work role play group sessions, ensuring that all students feel involved in the learning experience. and no one feels alienated, my the teacher or their sonny st udents.The more a student feels involved in a partitioning the better the learning result will be. To quantify the lesson we assess it, by various means, Student feedback, student progression and achievement, at this point we need to evaluate, did the facility lens its self to the needs of the students, where there any deficiencies in the facilitys in your teaching methods, where the students comfortable, did they feel safe , DO I NEED TO MAKE ANY CHANGES.We should not be hydrophobic to challenge behaviours if we dont what would be the point of having boundaries as a teacher it is our responsibility to enforce the Page 3 boundaries that we have set(p) down, encouraging and maintaining a safe and supportive learning environment. 32) slipway of Promoting Appropriate Behaviour and Respect for Others Establishing Ground rules and boundaries, encourage the students to have an stimulation in to what the ground rules and boundaries within the class should be, how they wish to be treated , and how you need to be treated, giving mutual respect between teacher and student and student and student, and establish disciplinary action for breaches of the rules, encourage mutual support within the class both academic and emotional, and encourage he student to help produce a ground rule charter and sign it,. In this way you are allowing them to take ownership of the rules B. F Skinners 1974 (About Behaviourism) is a particularly relevant theory this contends that prejudicial and positive reinforcement will help to direct behaviour, a positive reinforcement will change any behaviour that produces it, . i. e. The carrot and donkey scenario. Where as a negative reinforcement, will initiate the response that the protagonist will want to remove, i. e. f he is removed from the class for a breach of discipline he will not want this to happen again thus removing the negative reinforcement By challenging inappropriate or negative behaviour we are enforcing the boundaries that we h ave set in essence we are look these are the rules and they will not be ignored, it also lets anyone who is prepared to breach the boundaries that we as teachers will not allow this to happen, it also conveys the message to tame students, that we will enforce the boundaries to support, a safe, respectful and supportive learning environment, superfluous from bullying, anti social behaviour, disruptive influences.An environment where all can learn.. functional Teaching Linda Wilson https//www. professionalboundaries. com/ www. gtcs. org. uk/standards/copac. aspx