Understanding Roles and Responsibilities of a teacher/trainer

By Zafar Iqbal

Main duties

Teachers have various essential responsibilities in terms of dealing their students and delivering in the class. Teachers and trainers should bear in mind following vital dimensions: All information which they use in their study process should be referenced and copy rights issues must be considered.  Private information about the students could not be used without their prior permission. Likewise, tutors should take extra care in maintaining the records of student performance.  They should respect and honour right of privacy of students. They should guide and inform the students in dealing hazards and risky substances and equipments. All necessary safety measures should be ensured. They should also take care of their personal appearance, integrity and self esteem. Their conduct should be professional always.

Boundaries:

Teachers are bound to certain limitations when dealing their students.  These limitations encompass very important areas such as health and safety, race relations, disability discrimination, data protection, copy rights and safer learning etc.

Learning Cycle

  • Identifying the needs of learners
  • Planning the scheme of work and other resources
  • delivering
  • Assessment
  • Evaluation

The Teaching and Learning Cycle: stage 1: Need identification:

Need identification is a key for future planning and successful learning. It helps to plan strategies according to the needs of the learners.

Boundaries:

The right of confidentiality and privacy should not be breached by the teachers in any case because some learners may not want to disclose their needs. Therefore, teachers should respect right of   privacy of students as it might be possible that some private students share some information with teachers during initial assessment.

The Teaching and Learning Cycle: stage 2: Planning

It is core responsibility of a teacher to plan and design a course which fulfils the needs and requirements of the students. Teachers should plan the lessons in a way that learning outcomes, aims and objectives of the course/topic are covered in a right approach and all learners’ needs and requirements have been successfully fulfilled. This stage is about planning the course; however, changes can be made throughout the teaching cycle.

Boundaries:

All planning must be realistic and achievable. Planning is extremely central element of successful learning; therefore, teachers should plan resources, strategies, and actions according to the real situation.

In the planning process, teachers have to be aware of the requirements of the awarding institute, their own organisation and legal obligations (such as health and safety). Courses have to be planned so all the learning outcomes are met in the time allowed. Resources and methods have to be appropriate according to the general environment of the organization.

The Teaching and Learning Cycle: Stage 3: Delivering

Role and Responsibilities:

Teachers must ensure to have sufficient up- to -date knowledge and awareness to deliver to course content and answer the questions of the learners.  They should bear in the mind the delivering is the most crucial stage of the cycle where the level of interaction between teachers and their students is very high. So they should use all strengths and potentials to make this process useful and effective.

Teaching activities and methods should be varied in order to meet the needs of diverse learners. Teachers should also keep their learners safe both physically and emotionally. Any kind of discrimination or prejudice on the basis of gender, ethnicity, religion, nationality etc must be avoided. Teachers have a responsibility to ensure all necessary records are up to date and filed securely.

Boundaries:

Tutors and educators must act professionally in the learning by keeping a professional distance from learners. Their language should be professional and they should consider mutual trust and respect with the learners.

The Teaching and Learning Cycle: stage 4: The assessment

Teachers must ensure that learner achievement and progression is checked throughout the learning process and at the end of the course as well. The assessment methods have to be fair, consistent and legitimate and linked to the planned activity tasks.

Role and Responsibilities

Teachers are also responsible for continuous and consistent monitoring and assessment of students’ performance and progress. Such assessment provides learners a measure for their progress. A number of assessment tools can be used for assessing students’ progress. These tools include essays, written or oral examinations; Multiple Choice questions (MCQs), practical projects, self and peer assessments, simulations, dissertations, viva voce examinations. Selection of these assessment methods depends upon nature of qualification, educational institute or awarding body or educational board requirements.

Boundaries:

Teachers must ensure that their planned assessments are at the correct level for the learners and assess what the learners should be able to achieve. Assessment must be related with the learning outcomes.  Teachers should not set assessment task which are not link with the already fixed objectives. Selection of right and suitable assessment method is also crucial to make the process effective.

The Teaching and Learning Cycle: stage 5: Evaluation

Evaluation is the process of judging the learners to know what they have been taught in the classroom or training environment. Evaluation could be done thorough two ways: Summative evaluation is used to evaluate certain learning needs and usually done at the end of a course to judge competence of students’ performance and knowledge. On the other hand, formative assessment finds gaps in the student/trainee work and suggest improvements.

Roles and Responsibilities

Teachers should constantly review the usefulness of the course, including the content, delivery methods, resources, assessment strategies, environmental issues and learner contentment. Teachers should complete a lesson evaluation after each session; which should include strengths of the session, areas for development and improvements for future delivery. At the end of sessions, learners could also be asked to reflect on the success of the sessions; this could be done orally, through an evaluation form or by an evaluation activity.

Learner achievement and progression is a good indicator for the effectiveness of sessions. Furthermore, teachers/trainers should implement any changes which are considered to be beneficial, either during the next session or in the next scheduled course delivery.

Boundaries:

Teachers should be aware of learner feedback but any changes to the course content or delivery should only be made if they are in accordance with awarding body or organisational policy and will benefit the majority of learners. Moreover, teachers are bound to follow their prescribed aims and objectives, so they cannot change without any genuine reasons.

References:

 Angelo, A and Patricia, C. (2011) classroom assessment techniques [online] available at:

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-1.htm

Accessed on 02-06-2011

 Kondrat, A. (2009) Classroom Assessment and Learning Evaluation [online] available at:

http://www.suite101.com/content/classroom-assessment-for-learning-evaluation-a9615

Accessed on 02-06-2011

A (2011) Forms of Assessment [online] available at:

http://www.learningandteaching.info/teaching/assess_form.htm

Accessed on 02-06-2011

SU (2011) Copyright and Virtual Learning Environments [Online] available at:

https://www.hw.ac.uk/services/is/teaching-support/copyright.htm

Accessed on 02-06-2011

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