Key Roles Of A Teacher Within The Further Education Sector

The Education Act 2002 – local schools and authorities are required to protect and safeguard and promote the welfare of children.

The Whole School Policy for Safeguarding Incorporating Child Protection (Updated April 2015) from the school where I work (adhere to child protection procedures agreed locally through the Norfolk Children’s Safeguarding Board), clarify roles, procedures for managing concerns, training given to adults working there, guidance for safer recruitment and assistance for a safer working practice. All these procedures ensure the protection of children and of the adults working with them, by guaranteeing good support and training and by ensuring that everyone working on the setting is really aiming to protect the children as best as they can.

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

• What priorities do we have for adding to our classroom resources to ensure that we are honouring all students? • It is also my role as a teacher to ensure I maintain a safe learning environment by following and promoting health and safety legislation-identification of hazards, risks assessments, identifying key health and safety members, recording of emergency procedures currently in place, the safeguarding and protection of vulnerable adults, myself, colleagues and students from harm’s way. I also have a responsibility to stop any damage happening to the premises/building I am teaching in. There is also an expectation in teaching to intervene with any behaviour that might put health and safety to anyone at risk. (2.2) Explain why it is important to promote appropriate behaviour and respect for

As a schoolteacher in Edinburgh during the 1930’s there were many rules and regulations that teachers had to adhere to in order to successfully feed the minds of their young pupils. Schoolteachers had more of a responsibility during this period than today because school was the only source of information and education that people could receive. Due to this fact, the government set strict policies and curriculums (and still do) that teachers must follow so that students could grow up to become well round

| Section 175 of the Education Act 2002 requires local education authorities and governing bodies of maintained schools and FE colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.All children deserve the opportunity to achieve their full potential.  The five outcomes that are key to children’s and young people’s wellbeing are: * Stay safe * Be healthy * Enjoy and achieve * Make a positive contribution * Achieve economic wellbeing The school should give effect to their duty to safeguard and promote the welfare of their pupils (students under the age of 18 years of age) under the Education Act 2002 and , where appropriate, under the Children Act 1989 by: * Creating and maintaining a safe learning environment for children and young people. * Identifying where there are child welfare concerns and taking action to address them in partnership with other

This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, Shipston, & Facas, 2017). These rights, responsibilities and rules entail the behaviours that are expected in the classroom and protect the student’s rights to; feel safe, be treated with respect and to learn. The rules are to be developed reasonably and provide freedom in the sense students are free to move around the boundaries. As the rules are decided and agreed upon by the students, this develops a sense of understanding and accountability for their own behaviour and learning (Edwards, & Watts, 2008). In order to ensure students are respectful to the rights of students, the teacher must also treat students with respect. The teacher must consider the dignity of the students and their rights in the classroom ensuring they avoid any behaviours they

. Adults should be available to listen to a child and if there are any concerns the adult must not promise to keep secrets but following the schools policies and procedures whilst always adhering to data protection and confidentiality. Schools should work under the culture that safeguarding is the responsibility of ALL adults who work within the school. To ensure consistency and in accordance with the guidelines all adults MUST be regularly trained in safeguarding and policies should be available to be read.

Every profession has roles, responsibilities and boundaries; governed by copious legislation and directed through company policies/ procedures. These ensure objectives are met and identified persons can be made accountable for their functions. In the teaching/ learning sector however, roles can be blurred and legislation somewhat confusing, suggested by Holtrop (1997) “Obviously teachers wear many hats; friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties”. Nonetheless, the protection and safety of individuals and groups is the fundamental principle, and can be broken down into three key areas;

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

Throughout this assignment, I will be critically analysing how 'Educating Yorkshire ' represents teaching, whilst making strong references to teacher relationships and engagement. It could be assumed that teachers are solely there to teach, which of course they do, however, the role of a teacher goes beyond the delivery of the curriculum. Although modern day teaching may involve a much more pupil centred approach known as the 'progressivism approach ', present teachers still have highly complex roles when it comes to the every day involvement that they have in their pupils lives and learning. This is true of a recent fly on the wall documentary named 'Educating Yorkshire ', which is filmed in a high school in Yorkshire. According to

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

As professionals, we have a duty to ensure that children and young people are protected while they are in our care and that where we have other concerns outside school, these are investigated fully. School policies and procedures need to be such that parents and governors are aware of them and that staff are fully trained with regard to safeguarding. Schools will need to consider and include in their policies:

Within all this, it is essential that the teacher establishes and maintains professional boundaries. These can be varied and quite different, depending on the context, the environment and the group or individual being taught, for example, a teacher teaching young children would have a different set of boundaries than a football coach coaching an adult football team. However, the teacher should always consider relevant legislation. This includes health and safety legislation such as the Health and Safety at Work Act, 1974; the Equality Act, 2010 and most relevant to the above example, child protection

On the other hand, there are chemicals and drugs that pregnant women should avoid when they are trying to produce offspring and begin a family. These include drugs and certain chemicals/medications. There are certain drugs that are given to pregnant women to reduce the pain after and during labor. They include Terbutaline, which are used to stop premature labor, and Valproic which is used to stop seizures. But also, there are some mood stabilizers that affect a female's health which can increase the risk of autism in their offspring (“Autism Speaks”). Even though pregnant women do not want to experience the horrifying pain during labor, the medicines given to them may have a long term affect on their children. The main goal for females about to have children is to make sure their health records are up to date. Secondly, they do not want to be exposed or an excessive amount of folic acid or use the vitamin B12 during pregnancy, since it can increase the risk of autism in the wound (Gaby 112). There are plenty other vitamins that are sold or prescribed that do not have folic acid and do the same job as a Vitamin B12. All of the drugs given to pregnant women and chemicals that they are exposed to can be avoided or the medicines can be taken in a more natural form like certain vitamins.