Roles, Responsibilities and Relationships in Lifelong Learning

The purpose of this assignment is to understand a teacher’s role and responsibilities in Lifelong Learning by summarising key aspects of legislation and codes of practise relating to the role of a teacher. Also by promoting equality, diversity and evaluating a teacher’s responsibility by identifying and meeting the needs of learners. It aims to understand the relationships between teachers and other professionals by analysing barriers, boundaries and reviewing points of referral to meet the needs of learners. Finally to understand a teacher’s responsibility for establishing and maintaining a safe and supportive learning environment and to explain how to promote
However if the teacher is not the designated first aider at the institution they would not be responsible. An exception to this would be if the student requires urgent medical attention, the teacher should use reasonable care until the designated first aider is present. Similarly a teacher may wish to offer counselling advice to a student. A teacher may not be qualified to provide this and counselling is not part of a teacher’s remit. The teacher should then refer the student to the designated councillor - the internal point of referral - or provide a contact number for an advice help line, known as an external point of referral. Boundaries are about knowing where a teacher’s role stops to ensure an equal learning experience to all learners.

It is important to establish a safe and supportive learning environment. A teacher can achieve this by being a positive role model to their students and to be enthusiastic about their teaching. This should reflect in the student’s attitude and work. A casual approach to lessons will cause students to not pay attention, become disruptive and not turn up to lessons. Gravells suggests that “learners like routine and will expect you to be organised and professional.” (Gravells, 2008 p.7) Setting ground rules will help learners know their limits and promote appropriate behaviour. Ground rules may include arriving on time, switching off mobile phones and not eating or drinking in class. Drinks in an IT room may spill over