We deal with the role and responsibilities of teachers in education and training, as well as

relationships with students. Teachers must not only work, but also develop self-assessment
skills and apply comprehensive learning, planning, presentation and assessment to
professional development.

In this regard, they must be able to make new decisions that seek new approaches that are
always good for themselves and their teaching methods.

Undoubtedly, this situation paradoxically depends on the professional development of the

teacher. This means that teachers grow up based on their work experience.

As a result; the teacher will be able to improve their tests and improve their relationships with
students, colleagues and their environment. and better meet their needs (for learning
processes). Experienced and adult teachers can be a good example for students if they work
and coordinate together.

However, teachers should not be evaluated in one category. The teacher may also have
different proportions of positive qualities, and thus may trigger different success rates for his
students.

This means that a talented teacher can determine the nature of a problem for students,
whether or not it is part of a sub-program, and can set measurable characteristics and
independent variables. There is no doubt that research and studies in this area will help to
discover the qualities of a good teacher.

The main role or goal of a teacher or educator is to help their students provide the best
platform to achieve the learning goal. However, as a teacher or educator, one has to take on a
number of different roles, depending on one's current job, to ensure that one's students are
learning. For example, a teacher may have the following roles:

• Administrator - students must be registered

• Logistics - resource management

• Teacher - learn to learn or facilitate

• Technician - guarantees the operation of ICT equipment

• Assessor - you must mark the task

In the role of the teacher, there are responsibilities that the teacher must accept in order to
achieve the overall goal of teaching his students. If we follow the Gravells learning cycle
(2014), the teacher has responsibility in all five phases of the learning cycle.
1. Needs identification - The teacher or trainer is responsible for identifying the needs of the
user in the relevant organization. This is important because it provides a plan that gives the
student the best path to success in the chosen subject.

2. Curriculum planning - Once needs are identified, it is the responsibility to create the right
plan tailored to each learning style.

3. Facilitate learning - this can be considered a "learning phase" and the teacher's job is to
facilitate learning by methods that best incorporate students' own learning style.

4. Learning evaluation - it is the teacher's responsibility to regularly assess the student's

knowledge in order to monitor progress and use it to make decisions about future teachers.

5. Learning Assessment - This can be done at any time and used to keep track of the
effectiveness of other steps.

Other tasks include personal behavior, following professional guidelines, setting a good
example for others, setting a good example and maintaining knowledge of the subject.

1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice
relating to own role and responsibilities.

All teachers must comply with a number of laws passed by parliament, such as the Children
Act, the Data Protection Act, the Equality Act, the Health and Safety Act and other laws.

In addition to legal requirements, there are regulatory requirements that are adopted by
government agencies such as Ofsted. These regulatory requirements include, but are not
limited to, food regulations, material controls, and fire safety. In my specific field of ICT, the
safety and health regulations of 1992 have certain consequences and must, of course, be
complied with in order to guarantee the physical well-being of students.

Teachers must also respect the code of conduct for the chosen profession. When it comes to
ICT, the British Computer Society (BCS, 2015) has guidelines that all ICT professionals
should follow. Provide guidance in the following areas:

• Public interest - states that "care for public health, privacy, security, the well-being of others
and the environment"

• Professional competence and integrity - for example, "YOU CAN'T maintain a level of
competence you don't have."

Obligation to the competent authority - for those who have hired the person

Professional Duties - Indicates fairness and respect for others.

1.3 Explains ways to promote equality and diversity

Equality can be understood as the fact that everyone has the same opportunities and is treated
equally, regardless of disability or circumstances. According to Gravells (2014, p. 60),
however, we can believe that "everyone is different but has the same rights." The Equality
Act (2010) is a piece of legislation passed by parliament that gives everyone the right not to
be discriminated against on the basis of disability. The law defines various types of
discrimination, harassment and harassment. The law also lists the following protected
elements:

• Cor

• Handicap

New gender order

• Marriage and civic partnership

• Pregnancy and motherhood

• Running

• Religion or faith

• Sex

• Sexual orientation.

To help promote equality and diversity, teachers can be active and challenged in cases of
discrimination. The teacher can also consciously try not to support anyone or the group and
offend him by what he tells him. Outside the classroom, the teacher can schedule lessons and
activities to ensure that no one is favored or disadvantaged by the lesson.

1.4 Explain why it is important to identify and meet the individual needs of students

The teaching, learning and assessment cycle can be used to identify and improve the various
stages of learning and teaching. The cycle itself does not start, but contains the following
steps:

• Identification of needs

• Curriculum planning

• Facilitate learning
• Learning assessment

• Learning assessment

The “Needs Identification” section also includes identifying the needs of the teacher in the
institution, and although the cycle can begin at any stage, it is most useful to identify each
student's needs at the beginning of the cycle because they can use this information to plan the
course. next phase of the cycle.

The teacher can plan a work plan by identifying the needs of the student. They may need to
change the way they learn, depending on the physical differences of the students, or they may
have different resources, such as worksheets available in Braille, another language, or a
special font for students with dyslexia. They may need to respond to physical needs by
arranging parking or wheelchair access or by bringing someone closer to the classroom if
they are visually impaired.

Once students find out their preferred learning style, it can also be used to plan and conduct
lessons more effectively. Kolb (1984) developed the learning cycle below, which basically
suggests that students learn best by learning and learning from the reflection of experience.
This model can be used to plan lessons and activities that may involve teachers.

Figure 1: Kolb's experimental learning cycle

In addition to planning assistance, needs identification can also help determine whether a
student is choosing the right course or whether there may be a more suitable course for him.
These needs can be identified at the registration stage or in some form during the initial
assessment.

2.1 Explains how to maintain a safe and supportive learning environment

It is important to provide a safe and supportive learning environment for teachers, as it

provides the best environment for achieving and learning their goals. It is useful to examine
Maslow's hierarchy of needs (Maslow 1943), because it is a list of basic human needs that
must be met for a teacher to reach the highest point of the scale, which is self-realization.
When a student reaches this point on the scale, he or she should be in the best position to
learn, but it depends on whether the lower levels are met. The figure below shows the levels
of the hierarchy.

To meet physiological needs, the teacher can provide refreshments as needed and can take
regular breaks to help students meet these needs, as tired and hungry students find it difficult
to concentrate. T

There is no need for a classroom in the area where the learning takes place, it must be carried
out under conditions of physical safety by testing equipment, eliminating hazards, etc. to
ensure a safe environment.
By creating a social atmosphere, the teacher can help meet the needs of belonging and
recognition, which encourages students to treat each other with respect. This is done by
offering students activities such as icebreakers and encouraging interaction through paired or
group work. The teacher should also help by encouraging students to speak and ensuring their
inclusion.

2.2. Explain why it is important to promote good behavior and respect for others

Promoting good behavior and appreciation is important to help students create an

environment so that they can work and learn properly. Early development of statutes with
students can help avoid future problems. Some basic rules cannot be negotiated, such as
mutual respect and non-social behavior, while other rules, such as the length and duration of
breaks or the use of mobile phones, can be negotiated.

It can be helpful to monitor for bad behavior events to see if there is a pattern, as some
students may be bored after a while or a group of students may be distracted, in which case a
disintegration plan may be used. -and. Lessons should be varied and interesting, as it will also
help reduce low levels of disruption.

The teacher can also help to promote good behavior and respect, set a good example and set a
good example for creating the best learning environment.

3.1 Explain whether the role of educator works for other professionals

In addition to students, teachers must work with a number of other professionals throughout
their careers. Depending on the organization, they may need to work with teachers or trainers,
administrators, cleaners, operators, technicians, and many other tasks. For example, a teacher
may need to work with ICT technicians to prepare equipment, such as a projector, to teach a
lesson, or a space officer may need to test PAT equipment.

The task of the teacher is not only to ensure the well-being of students, but other experts in
the organization may also be responsible for this. For example, in high school, there may be
independent security, and the teacher should always deal with any problems that the student
may have with the officer, instead of helping him without help. Although the teacher may
mean that there are other professionals who are more qualified to help in certain situations, he
must be aware that he is not exceeding his limits.

3.2 Explains the boundaries between the learning role and other professional roles

It is important for the teacher to know his or her professional boundaries and to understand
the limitations that these limits place on their teachers. There are certain types of boundaries
that teachers must adhere to, such as legislation and professional codes of conduct that
impose restrictions on teachers, as well as boundaries that teachers must adhere to when
dealing with others.

The teacher must be aware of how his actions may affect the perception of the teacher and his
organization by others. They should always dress accordingly and treat everyone
professionally, not just their students. For example, you represent your organization in
dealings with parents or visitors, and it is important to make a good impression on yourself
and your organization. In dealing with employees, in addition to acting responsibly, you must
also respect their role. In an organization, for example in the areas of ICT, there may be cases
where the boundaries between my role and that of ICT technicians may be broken.
overlapping or blurred.

The boundary between teacher and student should always be professional and the teacher
should avoid being too friendly with his students. For example, you should never give
students personal phone numbers or email addresses to avoid inappropriate connections.
Teachers should avoid external social relations outside their institution and avoid contact with
students in any form of social media. This will help you avoid inappropriate situations and
show students that everyone is treated the same and that you do not prefer people.

3.3 Describe learning outcomes to suit the individual needs of students

There may be cases where teachers are aware of the needs of individual students that affect
their learning. These can be problems such as financial problems, family problems or lack of
transport. The teacher can help solve various problems, such as creating online resources for
students who do not attend classes regularly.

However, some topics may require students to seek help elsewhere, such as when there is a
medical reason to attend. In such cases, the teacher should always know where the student is
sending. For example, the teacher should send medical or psychological questions to the
healthcare professional concerned, such as a doctor or psychiatrist. If a student has language
problems, the organization may have an EAL specialist who can help or be sent to another
institution. Students and financial affairs may be invited to a Citizens Advice Bureau or
financial advisor.

It is very important to know when and where the teacher is led, because it also meets the
needs of students, as described in Maslow's hierarchy of needs, to enable them to reach their
study potential.