Responsibilities of a Teacher or Trainer

Responsibilities of a Teacher or Trainer

60171 views | Alice | 07-01-2018

A teacher or trainer is someone who inspires you to learn. They develop your personal, academic and social abilities to make sure that you take responsibility to help you develop yourself. The responsibilities of a teacher or trainer are numerous such as preparing lesson plans and educating students at all levels. Plan and implement effective classroom management practices and design and implement effective strategies to develop self-responsible and independent learners. They also help you grasp new concepts following your individual learner needs. They help you study effectively and provide a protected and supportive learning system. 

Enforcement of organisation policies and procedures

This section is probably the most crucial of all responsibilities of a teacher or trainer. Knowing about and adhering to legislation and organisational policies makes sure that a teacher or trainer stays within legal boundaries.

Data Protection

Students have the right to question their educational institute about the personal information held by their school. The school has to keep every individual’s information private. This includes the student’s details, religion, ethnic background or race, health and political opinions. Also, results are uploaded online that can only be accessed by the students only. Moreover, teachers or the school must always seek the guardians’ permission before taking pictures or recording videos of students during school events.

Schools also keep a regular check on the health and safety of the students. This includes the indoor temperature of the school which should be at least 18ºC if the students are doing any physical activity. 

The school has to report to the parents of the child if any serious accident takes place. In addition, the code of conduct followed by teachers includes setting goals for students and planning and teaching well-methodised lessons. 

Prevent duty includes protecting students from potential risks, for instance, drugs, sexual exploitation, neglect and other negative aspects that can take place in schools. Prevent duty also takes into account educating students about the risks associated with terrorism and helps them from age 0 to 5 in personal, social and emotional development.

Moreover, every school must have a health and safety policy to keep a check on how the school operates and this policy helps with all the activities and across a wide range of educational activities delivered. They must also adopt a planned, risk-based approach to health and safety management based on the principles of sensible risk management.

Preparation and management of learning

The main idea behind effective teaching is to keep every student on the same wavelength. Teachers are provided with various instructional strategies and are expected to give feedback regarding them to the management. They set up classroom or ground rules to minimise the chances of disturbance made by the students. The rules are positively stated, easy to understand and should be applicable in numerous educational contexts. So the ground rules should apply to classroom behaviour but also to school trips, lunchtimes and extra-curricular activities.

Negotiable ground rules include no eating or drinking during sessions, mobile phones and electronic devices to be switched off and timed breaks to be scheduled. Non-negotiable ground rules are avoidance of anti-social behaviour, respecting the views and beliefs of others and leaving the area tidy. 

Teachers and trainers should use psychologically proven methods and techniques to control different behaviours of students which include positive and negative reinforcers.

However, no matter how good you are at supervising learners, it is nearly impossible to eliminate classroom behavioural problems. The most common reason for teachers or trainers struggling due to rowdy, unruly classrooms! The idea is to do your best, keep your knowledge and skills updated and seek help and training from your peers and others.

Effective Classroom Management course is developed to assist teachers from organising time, materials, and classroom space to strategies for managing individual and large-group student behaviours, transitions, and other arrangements for classrooms in general.

Assessment and record-keeping

Planning for assessments is another key objective of creating a benchmark for effective teaching. Keeping in mind the aims, objectives and core values of the educational system the assessments are planned. The planned objectives have to match the level of the students’ abilities. 

The objective of recording the grades of assessments is merely to keep a check on the achievements and setbacks of every student. This helps the teachers to brush up on their areas of expertise and to assist them with their weaknesses. The records are updated regularly. This helps to keep all the students on the same page as some of them learn more than the objectives planned and some do less. The recorded progress is also passed on to the next teacher that has to teach those particular children in the next session. 

Working with others

Working with others involves spending time collaborating with other teachers or trainers, communicating and helping one another to develop. This includes trusting each other to form a powerful bond and openly share your thoughts. Also, mutual respect is required because it makes you feel that all your ideas and opinions are valued. One should always be ready to accept change, especially in a teaching environment. Diversity helps one in growing professionally. Peer observations and feedback can be valuable tools for a teacher or trainer’s growth. Contributing to the observations and development of colleagues is one of the key responsibilities of a teacher. 

In addition, a trainer may have to work, communicate and collaborate with students’ families or employers, their employers and internal and external verifiers to name a few. An internal verifier will be a teacher or a lecturer who supports assessors in understanding and applying national standards, checking assessment approaches devised by assessors to ensure they are fit for purpose. Assessment and verification records must be clear, accurate and effective and the verifier's engagement needs to be apparent, evidenced and auditable by external bodies. Moreover, an external verifier is responsible for external verification and qualification approval activities. The prime goal is participation in the verification of qualifications in subject areas to ensure standards are maintained.

Online teaching and learning

The teaching skills required for online instruction are a bit different. Online teachers should be familiar with online teaching tools and infrastructure including Learning Management Systems (LMS) and Content Management Systems (CMS). They should understand the appropriate uses of each system to support online course design and delivery. They should also be familiar with online design and content standards to have the ability to determine what standards are appropriate for their content and delivery needs and be able to make use of the design and standards to document creation and course delivery.

Teaching online is qualitatively different from teaching face-to-face. There are eight roles of an effective online teacher:

  1. Tour guide - Leading and guiding students through online experiences that are designed and planned long before the course starts so the teacher has ample time to focus on content delivery. 
  2. Cheerleader - Learners need some level of encouragement and motivation. Learning online may feel isolating, confusing or discouraging so as a result, an online teacher makes intentional efforts to communicate encouraging messages to individual learners and the group. A cheerleader always strives to listen and respects the learner’s frustration, also helping them reframe the situation positively and productively.
  3. Learning coach - The teacher’s role as a coach is just as important as being a role model. Coach teaches them essential skills and encourages practising those through applied projects. 
  4. Individual and group feedback - Learners require feedback about their work on how well they are doing, are they meeting the learning objectives or not. Effective online teacher finds ways to give this sort of feedback to individual learners and group of learners when appropriate.
  5. Social butterfly - Online learning can feel lonely and impersonal so an online teacher serves as a great host, facilitates instructions and uses discussion starters to facilitate conversations among students to get to know them better.
  6. Big brother - With each thing documented in an online course the teacher can tell how many times the student logs into the course, what pages are viewed and how many discussions are posted and contributed from their end. This data can be used to make informed decisions, in cases where learners are facing issues while accessing the content these issues can also be easily tracked. 
  7. Valve control - Online courses have rich content to help all kinds of learners, an instructor or a tutor recognises content requirements for individual learners and releases content in chunks. The key is to break content into smaller segments rather than handing out a huge document that has low readability.
  8. Co-learner - Teachers can be great lifelong learners and can model learning for their students in a variety of ways in the online classroom. They can actively participate in online discussions while sharing their learning journey and experiences as an example. This helps in building a vibrant and dynamic online learning community.
To communicate effectively

Communication is to get your message verbally and non-verbally. A teacher’s main job is to let his/her students absorb the message that is being delivered to them for which outstanding communication skill is required. The teacher should be well versed in the subject they teach. The teachers should first believe that whatever they have studied is now outdated and should have the proficiency of the technological advancements. However, digital communication is greatly reducing the need to teach by being present physically. Communication skills and body language have operated differently in digital teaching as the teacher is not physically present while the lesson is being taught. In those communications the tone of writing, use of language and graphics then replace the cues you would pick up in direct communication. Secondly, the teachers must do their own SWOT analysis to satisfactorily meet the students' needs via a digital platform and should make an effort to address all their weaknesses, if any.

Teachers/trainers not only have to communicate with the students but also with their parents and the school management. The teachers have to have verbal and written contact with the parents concerning the weaknesses and strengths of the students. This is to let the guardians know about the personal and academic progress of their students or employee. Also, dialogue with colleagues is important as it helps every teacher to develop professionally because it gives a chance to plan to coach in a better way. Moreover, group work helps in bringing up innovative ideas and planning the syllabus more appropriately.

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