Principles and Practices of Teaching and Training. Ann Gravells

       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 appropriate level for them, and in terms they will understand. Although you know what you are talking about, this might be the first time your learners have heard it. Therefore, never be afraid of repeating yourself or demonstrating something again. Think back to when you learnt something for the first time, perhaps you didn’t take it all in at first. You need to know this will be the same for your own learners. You can always look for aspects such as body language and facial expressions to help you see that they are taking an interest in the subject. Getting to know your learners from when they commence will help you to support them with any particular concerns or needs they might have.

      It’s best to involve your learners as much as possible to keep them motivated and keen to learn more: for example, by making your sessions interesting and relevant with fun activities. This will help you to engage your learners in the subject and encourage them to leave the session wanting to come back for more. However, you do need to check that they are learning something while they are with you, as well as having fun.

      The requirements of your job role will depend upon how many hours you will be working, and where and how your subject will be taught. It will also depend upon the age and experience of your learners, the environment you are in, and any organisational requirements, policies and procedures. This will all become clearer as you progress through the book. If you haven’t already read the Introduction chapter, this will help set the scene for your role.

      Becoming a good teacher includes being enthusiastic and knowledgeable, being approachable, and taking pride in your work. This should then be conveyed to your learners through your professionalism and passion for your subject.

       Example

       Jim, a new teacher of English literature, always arrives early to his classes. He ensures he has enough books and handouts, and organises the furniture in a way that encourages communication between everyone. He delivers his subject with passion and enthusiasm using a variety of methods. He includes all his learners by addressing them by name and asking each a question at some point. He remains fair with the support and advice he gives, not favouring one learner over another, and is always polite. He encourages his learners to leave the room tidy, and offers to email additional learning materials if required. His learners see how conscientious and professional he is. They begin to emulate this by being early, being polite and submitting work on time.

      A good first impression will help you establish a positive working relationship with your learners. The way you dress, act, respond to questions and offer support, will also influence your learners. They don’t need to know anything personal about you, but they will probably make assumptions about you. If asked personal questions, try not to give out any information. By remaining professional, and not becoming too friendly, you will retain their respect. Most teachers of adults are on first name terms with their learners. However, you will need to decide what is appropriate for your situation and the age range of your learners. Establishing routines will help your sessions flow smoothly, for example, always starting on time, setting and keeping to time limits for activities and breaks, and finishing on time.

      Often, your personality and mannerisms will be noticed by your learners. You might do things you are not aware of, for example, waving your arms around or fidgeting. It is really useful to make a visual recording of one of your sessions if you can, as you may see things you didn’t even realise you did. You might need permission from your organisation and your learners if you wish to do this.

      Personal qualities such as arriving early, being organised and smiling when your learners enter the room, will help you all relax at the beginning of the session. Using your learners’ names when you get the opportunity

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