From looking at the code of conducts required
for a teacher I found it to over whelming of information that is needed.
Therefore I needed to pin point specifics’ that I feel would be relevant to me
in relation to my injury. There are some similarities of codes of practise
which relate my teaching within the private sector and the public. I have
listed these below and highlighted the ones which I feel are important to
maintain.
I
found my information from the Department for Education website and found the
“Teaching Standards” section: Teachers are responsible for:
·
Achieving the highest standards in work and conduct
·
To act with honesty and integrity
·
Forge positive professional relationships
·
Work with parents in the best interests of their pupils.
·
PART ONE:
TEACHING
1.
Set High expectations which inspire,
motivate and challenge pupils. Establish a safe and stimulating
environment, rooted in mutual respect. Set goals
that challenge pupils of all backgrounds. Demonstrate the
positive behaviour, values and attitude which are expected of the pupils.
From gathering research from those whom
are currently teaching in state schools, they have stated the struggle to gain
mutual respect from their pupils.
They say that “Pupils are untouchable and
they know it” As a teacher you have to be very careful in your choice of vocabulary,
approach to their
2.
To be accountable for pupils progress, attendance and
learning outcome. Be aware of their capabilities, prior knowledge, and plan to teach on
building on these. Guide pupils to be self reflective
of the progress and future needs for improvement. Understand how pupils learn
and the impact this has on teaching. Encourage pupils to be conscientious and
responsible for their own learning.
From talking to students who have studied
dance within the curriculum, they stated that their previous dance experience
left them in a solid position through their examination process.
I am fully aware that the level of
ability would vary somewhat from a complete beginner to an experienced dancer
however I have developed the need for differentiation within the class and
would be interested to observe how a teacher of GCSE level would handle this
within the curriculum.
I
am a strong believer in that pupils should be self reflective and this can be
done the best through video recording, criticism from the teachers and peers.
The age of pupils you are dealing with are going through puberty and as a
teacher you need to be aware of peer pressure that can affect their level of
self reflection
1.
Demonstrate good subject and curriculum knowledge. Have a
secure basis of the relevant subject areas and address any misunderstandings. Demonstrate a high standard of literacy, articulacy
and the correct use of the English language.
2.
Plan and teach well structured lessons in a bid to
establishing effective use of time. Promote a love of learning and children’s
intellectual curiosity. Set homework and extra out of class activities to
consolidate the knowledge that the pupils have acquired.
3.
Reflect systematically on the effectiveness of lessons and approaches
to teaching. From having to do an Observational Module for my ISTD
Qualification I feel I would be in a well established position for needing to
plan and reflect on lessons effectively. It is important to ensure there are a
variety of teaching methods, the correct level of pace and structure. In
opposition the need of deviating away from the plan where necessary of what
happens on the day within the lesson.
Adapt teaching to respond to the strengths and needs of the pupils. Know
the need to differentiate appropriately and be aware of which factors may
hinder their independent learning. Demonstrate an awareness of the physical,
social and intellectual development of children at varying ages. Have a clear
understanding of the needs of all pupils, special educational needs, high
ability, English as an additional language and those with abilities.
1.
Make accurate and productive use of assessment. Know how to
access the relevant subject areas, including statutory
assessment requirements. Use relevant data to monitor
pupil’s progress, set targets, plan subsequent lessons. Give pupil’s
regular feedback both orally and through marking and encourage a response to
feedback. From gaining research from teacher’s they
have stated the pressures they are under in a bid to gain results from A* to C
level. It is becoming increasingly to get the results that are expected as all
pupils are academically different. It is important to strive to reach the best
of your ability however the best of your own ability will depend on the pupil.
2.
Manage behaviour effectively. Have clear rules and routines
for behaviour in classrooms and take responsibility for promoting courteous behaviour.
Establish a framework for discipline using praise, sanctions and rewards continuously
and fairly. Maintain good relationships with pupils, exercise appropriate
authority.
3.
Fulfil wider professional responsibilities. Make a contribution to the wider life and ethos of the school.
Develop effective professional relationships with colleagues, knowing how and
when to draw on advice and specialist support. Arrange support staff
effectively. Take responsibility for improving teaching
through professional development responding to the feedback from colleagues.
Communicate effectively with parents in regards
to pupils well being and achievement.
In my experience it is vital to have a
secure team unit within a working environment and I am always willing and keen
to learn from more experienced teachers that can inspire and advice me of the
expected procedure.
It is important to have a clear
understanding of the ethos of the school as each differs in their method of
teaching. It is important to share ideas and relate to other members of staff about
the ways of improving the standards of professional development.
I have always tried to maintain a good
level of communication with parents however I envisage this to be a more
difficult task within a school environment due to the aspect of time.
PART 2-PERSONAL AND PROFESSIONAL CONDUCT
1.
Teachers uphold public trust in the professional and
maintain high standards of ethics and behaviour within and outside school. By treating
pupils with dignity, building relationships rooted with mutual respect and
adhering to proper boundaries appropriate to teacher’s professional position.
Having regard for the need to safeguarding pupils well-being.
2.
Not undermining fundamental British values including democracy,
the rule of law and tolerance with those of different faiths and beliefs.
3.
Teachers must have a proper and professional regard to the
ethos, policies and practises of the school in which they teach and maintain
high standards of their own attendance and punctuality. Teachers must have an
understanding of and always act within the statutory frameworks which set out
their professional duties and responsibilities.
.
