Roles And Responsibilities Of The Teacher

The teaching cycle follows the same steps, whether at primary level, one-to-one or in further education. The learners' needs must be identified, a programme planned, designed and delivered, and assessment and evaluation take place. Teacher roles, responsibilities and boundaries may differ from one situation to another and in some cases become "extra-ordinary".

Before a teacher imparts their knowledge of a subject, it may be necessary to identify the needs of a client (say, when teaching a language to the staff of a firm with economic interests abroad) as well as the learners', in order to tailor a relevant programme of study and deliver it in the time-frame given. They may need to add to their teaching skills, those of a consultant: marketing, proposal writing, gaining entry to firms and access to the right people and information. These are defined by Walkin (1990) as "off-college" areas of operation. Wilson describes the teaching cycle process as one that "follows the strategy of moving from the known to the unknown" (2008, p. 15). Once learner skills are assessed, we will be able to determine the level of understanding and knowledge, plan a well-tailored scheme of work and our lessons, deliver the course, monitor progress and assess success with a view to improving and developing further. Walkin states that "the fundamental teaching role is one of facilitating learning by providing expertise, managing resources and encouraging learners to help themselves to attain their goals" (Walkin, 1990, p. 245). Learning a language can be a lifelong commitment or a necessity for business and therefore not a choice, therefore, quality, up-to-date, varied teaching methods and materials should be used in engaging, motivating and relevant activities, critical to maintaining the interest and enthusiasm of all learners, especially when teaching technical vocabulary. Teachers should carry out regular assessments, set homework and tests at the end of the course and give feedback to the students and the client if necessary, as a means to assess the success of the programme and students. Providing additional learning support after the course may be necessary and helpful.

In the classroom, teachers should help learners agree on a set of rules, with punctuality and full commitment at the forefront; allow and ensure that all participate, and give consideration to the comfort and safety of attendees (mobile phones, breaks, mixing groups, and private conversations).Teachers must become familiar with the policies in place, the Health and Safety regulations (and ensure that they are), and keep a register of attendance as a legal document. They must keep a professional attitude at all times (which includes punctuality, politeness and appearance). Knowledge of and compliance with the Data Protection Act is essential. Teachers should ensure that all current legislative requirements of equal opportunities are met, as well as for safeguarding. Should the teacher be made aware, while teaching, of any criminal offence committed against or by an individual attending, it is their duty to report it. Awareness of referral agencies is helpful.

Although teachers have an understanding of where the boundaries lie, these may not be clear and some issues may need to be referred to specialists. As learners look up to teachers, bonds are established and drawing the line can be difficult. The "bad" behaviour or the lack of respect of a participant towards others is not ultimately our concern as teachers, but these problems should be managed carefully to provide a safe and happy environment for all. Punctuality is undoubtedly a requirement to the success of a course, but if someone does not attend, the teacher cannot be held responsible. As this, however, may cause some disruption to the lesson plans, the teacher must be prepared and adapt.

Teachers are seen as role models in society, with many roles and huge responsibilities in the teaching cycle, skilled at knowing the boundaries of their profession and where to get help. As Walkin states, they are involved in many aspects of teaching in the different learning sectors as enablers, advisors, advocates, facilitators, and technical experts (Walkin, 1990, p245). Above all, teachers must adapt to any situation while always trying to motivate and stimulate the interest of any learner.

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Bibliography

Les Walkin, 1990, Teaching and learning in further and adult education, Stanley Thornes (Publishers) Ltd

Linda Wilson, 2008, The Teaching Cycle, in Practical Teaching, A Guide to PTLLS & C