PART 5B Codes of Practise/ Regulations in the place of work

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.

I am fully aware that the level of ability would vary somewhat from

complete beginner to an experienced dancer. However I have developed

the skill of differentiation within the class and would be interested to

observe how a teacher of GCSE level would handle this within the

curriculum.

 

·         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.

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