Websites
Ann Gravells: information and resources – www.anngravells.com
Association for Research in Post-Compulsory Education (ARPCE) – http://arpce.org.uk
Association of Colleges (AOC) – www.aoc.co.uk
Association of Employment and Learning Providers (AELP) – www.aelp.org.uk
Chartered Institute for Educational Assessors (CIEA) – http://ciea.org.uk/
Chartered Institute of Personnel and Development (CIPD) – www.cipd.co.uk
Chartered Institution for Further Education – www.fecharter.org.uk
Colleges Northern Ireland (CNI) – www.anic.ac.uk
Commission on Adult Vocational Teaching and Learning (CAVTL) It’s about work … Excellent adult vocational teaching and learning – https://tinyurl.com/l6pbv3e
Council for the Curriculum, Examinations and Assessment (CCEA) – http://ccea.org.uk
Department for Employment and Learning (DEL Northern Ireland) – https://www.delni.gov.uk
Education and Skills Funding Agency (ESFA) – https://tinyurl.com/mdrltn8
Education and Training Foundation (ETF) – www.et-foundation.co.uk
FE Advice – www.feadvice.org.uk
Federation for Industry Sector Skills and Standards (FISSS) – http://fisss.org
General Teaching Council for Northern Ireland (GTCNI) – www.gtcni.org.uk
Institute of Training and Occupational Learning (ITOL) – www.itol.org
Learning and Work Institute (LWE) – www.learningandwork.org.uk
National Education Union (NEU) – www.neu.org.uk
Ofqual – www.ofqual.gov.uk
Ofsted – www.ofsted.gov.uk
Qualifications Wales – www.qualificationswales.org
Reading list for research and study skills – www.anngravells.com/reading-lists/research-and-study-skills
Referencing styles – https://tinyurl.com/lupu2bo
Scottish Qualifications Authority (SQA) – https://tinyurl.com/musjcze
Society for Education and Training (SET) – https://set.et-foundation.co.uk
Study skills – www.back2college.com/top10studytips.htm
www.barry.edu/pace/current-students/resource-guide/study-skills.html
www.educationcorner.com/study-skills.html
University and College Union (UCU) – www.ucu.org.uk
1
The role of a teacher
Introduction
The role of a teacher is about ensuring that meaningful learning is taking place. It also includes many other aspects such as administration tasks, working with others and following relevant guidelines. Being passionate about your subject and enthusiastic in the way you facilitate the learning process will help give your learners an enjoyable and rewarding experience.
This chapter will explore the different aspects of your role, how other people can support you, and how you can deal with any learner behaviour issues. Relevant legislation is covered, as are other aspects which support or impact upon your role.
This chapter will cover the following topics:
• Roles and responsibilities
• Wider professional practice
• Professional boundaries
• Promoting appropriate behaviour and respect
• Creating and maintaining a safe, supportive and effective teaching and learning environment
• Legal, regulatory requirements and codes of practice
Roles and responsibilities
Your main role as a teacher will be to manage and facilitate the learning process. This will be by teaching your subject in a way which actively involves and engages your learners. This might be in the workplace, in a college, or another training or educational environment. However, it’s not just about the teaching, it’s about the learning that takes place as a result. You can teach as much as you wish, but if learning is not taking place then your teaching has not been successful.
Most careers are quite challenging and demanding; teaching is no exception to this. You should want your learners to become confident, knowledgeable and independent by the time they leave you. The role can be very rewarding, particularly when you see your learners’ achievements and successes, which are as a direct result of your contribution and support. It would be wonderful if your name was remembered by your learners for years to come, as someone who was an inspiration to them.
The subject you teach might be based on a job, a trade or a profession you have, or a hobby or an interest. You will need to make sure you are up to date with your own skills and knowledge in your subject area, as things can change quite quickly. As you progress through this book, you will gain lots of ideas regarding how to teach your subject, i.e. how to pass on your skills and knowledge to others, how to keep up to date, and how to assess that learning has taken place. Assessment can be formal by asking questions to confirm knowledge and/or observing practice to confirm skills. It can also be informal by using discussions, quizzes and other activities. If you don’t assess your learners, you won’t know what has been learnt.
When you are with your learners, it’s best to use clear language at an