Art and Design Teaching: Roles and Reflection

Introduction

A teacher is referred to a person who assists others to develop and acquire knowledge, virtue or competence regarding any topic or subject. In general, the role of a teacher includes making clear communication, being an assessor, remains active citizen, be efficient tutor, resource producer, administrator and self-appraiser. Moreover, the teachers have responsibility towards the students to maintain a productive and positive classroom environment. In this presentation, the roles and responsibility to be abided by Art and Design Teacher at the primary school to grade 2 are to be discussed. Later, the aspects of legislation, policies and code of practices to be followed in the profession along with relationship and boundaries to be maintained by the Art and Design Teacher with other professionals is to be explained.

Roles of Art and Design Teacher

• To make proper and vivid communication with learners at the classroom for making them clearly understand the way they are to draw, paint and making crafts with ease
• To assess the ability of each student related to understanding of instruction provided regarding art and design in the classroom
• To promote the student for maintaining respect and behave appropriately in the class
• To identify and meet the individual's needs of the students related to drawing and making crafts
• To be aware of the support mechanism required by each student in the class for performing at their best
• To be organised in the classroom and bring out the creative side of all students

Responsibility of Art and Design Teacher

• To instruct student regarding the way to use variety of art and design mediums in the class such as pencil, paints, chalk, clay and others for producing a finished art piece which demonstrates their technique and thinking
• To plan a curriculum which adheres to the federal and state standards of education
• To plan teaching of art and design on daily, weekly and yearly basis by consulting with the Upper School Administration
• To use formal as well as informal assessment tool for measuring the progress of each student in the class regarding art and design
• To execute the curriculum at a proper pace and assess the way each student is progressing through the classes and materials provided
• To develop individual instruction for each student regarding drawing, painting and crafting to move all towards high standards of achievement in the class
• To identify as well as address the disciplinary or academic problems faced regarding students in the class to the Upper School Administration
• To interact with the student for making them emerge with love for art and design
• To develop and maintain a strong relationship with the students and parents
• To respect student’s confidentiality in all manner
• To grade assignment performed by the students

Equality Act 2010: The Equality Act 2010 offers legal protection to all people from any nature of discrimination at the workplace as well as in society. This is the Act developed by replacing anti-discrimination laws to make the law easier for understanding and improving protection in all situations (www.legislation.gov.uk, 2010). According to the Act, the Art and Design teacher or any other teachers in schools are to execute inclusive teaching and equal treatment of all students within the class without performing any nature of discrimination. In relation to this, there are different ways mentioned in the Act that offers responsibility on the Art and Design teacher in the elementary and grade 2 classes as well as other teachers in general to avoid discrimination and ill-treatment of students.

Direct Discrimination

As per the Act, the Art and Design Teacher is responsible to avoid any direct discrimination that occurs to any student when they are treated in a less favourable manner in comparison to other students in the class because of any protected characteristics such as race, caste, social class and others (www.gov.uk, 2010). The law of the Equality Act 2010 also prohibits any teacher to treat any student in the class because of their association with any other individuals who have any protected characteristics. Moreover, the Act prohibits the Art and Design Teacher to execute direct discrimination of any student in the class based on their personal perception to treat a student less favourably because the person has been mistakenly seen with any individual with protected characteristics (the-classroom.org.uk, 2010).

Indirect Discrimination

The indirect discrimination of student arises when all the students at the class are treated in a similar way that puts the student with protected characteristics to be at an disadvantageous position (assets.publishing.service.gov.uk, 2010). In order to avoid indirect discrimination, all teachers including those who are teaching Art and Design at any level of school under the Equality Act 2010 is responsible to execute better practice or make improved provision for pupils with protected characteristics to let them be at an advantageous position compared to other relevant students since they are in a disadvantageous position in the society.

Discrimination due to disability

The discrimination due to disability arises when a disabled student is managed in an unfavourable manner due to some factors related to their disability. The Act informs in this aspect that the Art and Design Teacher or any one teacher to avoid the discrimination need to treat the student equally within the class in such a manner so that their disability is not seen as a disadvantage within the situation (complexneeds.org.uk, 2010).

Harassment

The Equality Act 2010 leads the teachers relating to any subject to prohibit harassment in the class or school premises of students due to their protected characteristics that make them be treated in an unwanted manner. The Act leads the teacher in this manner to take steps so that the purpose of the harassment that is to hurt the dignity of the student through intimidation of their weakness, humiliating them, passing offensive words or isolating them is not performed. Moreover, any teacher such as the Art and Design teacher in the teaching field as per the Act is responsible to avoid any sexual harassment of children and prohibited to act in less favourable to any student who has submitted or rejected any complaints regarding sexual harassment (www.gov.uk, 2010; www.csie.org.uk, 2018).

Victimisation

The Equality Act 2010 avoids the teachers in any field to treat any children in an inappropriate manner because the person has executed any protected act or because the school has developed the belief that the person is involved in a protected act. A protected act is referred to the one when an individual makes a claim or complaint being discriminated under the mentioned Act or provide evidence of the discrimination or allege the school or any other teacher has violated the Act and executing anything else that is connected with the Equality Act (www.csie.org.uk, 2018).

Data Protection Act 1998

The Data Protect Act 1988 is designed for protecting privacy of individuals so that their personal information is securely processed to maintain confidentiality. In school settings, the personal information of the students includes their name, photographs, address, financial details, parents details, medication information and exam results as key data (www.legislation.gov.uk, 1998). According to the Act, the Art and Design teachers are entrusted to ensure that none of the personal information of the students is leaked in public in any way without the prior consent of the student and their parents as well as the school authority.

OFSTED

OFSTED is referred to the Office for Standards in Education, Children’s Services and Skills which is a department of the government who is entrusted to inspect and regulate educational institution in England to ensure providing proper education to children of all ages as well as the young individuals (www.gov.uk, 2019). The OFSTED have provided recommendations for different standards to be met by the teachers in regard to Art and Design in schools to reward them. Thus, in this aspect, the Art and Design teacher at the elementary school and grade 2 are to abide by the recommendations while teaching drawing and crafts to the children to help them get rewards.

Teacher Professional Standards

The Professional Standards were developed by the Education and Training Foundation in 2014 with the purpose of supporting teachers to improve as well as maintain better teaching standards (www.et-foundation.co.uk, 2019). The Professional Standards regarding Art and Design teacher mentions that they are to work in such a way so that the children are inspired to practice the art and design skills to reflect their creative side in an effective way.

Safeguarding Children, Adults and Vulnerable learners in Education:

The Safeguarding Vulnerable Groups Act 2006 is designed to avoid risk or harm towards the children as well as vulnerable adults (www.legislation.gov.uk, 2006). Thus, The Act prevents people in society to execute any unsuitable activities towards individuals. As per the Act, the Art and Design teacher is responsible to avoid executing any harm on the children as well as required to play active role in avoiding any risk or harm towards the student within the school.

Relationship and boundaries between teacher role and professional roles (AC 1.3)

The Art and Design teacher required to maintain non-discriminative relationship with the students and avoid stereotypic them in any way. The boundaries to be maintained by Art and Design teacher while working with students are that they are to work with confidentiality, act with integrity, maintain professional standards and avoid doing activities that are not in their role since they are not experienced executing it (Langendyk et al. 2015).

The Art and Design teacher while working with other professionals in the education field is to maintain boundaries such as they are to undertake activities related to their role of teaching and avoid taking part or interfering in other's role. They are to maintain the confidentiality of the students under all conditions while working with other professionals to ensure the security and safety of the students (Vähäsantanen, 2015).

References

• assets.publishing.service.gov.uk 2010, The Equality Act 2010 and schools, Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf [Accessed on: 29 May 2019]
• complexneeds.org.uk 2010, School duties and the Equality Act 2010, Available at: http://complexneeds.org.uk/modules/Module-1.2-The-legislative-context-edition-2/C/m02p050c.html [Accessed on: 29 May 2019]
• Langendyk, V., Hegazi, I., Cowin, L., Johnson, M. and Wilson, I., 2015. Imagining alternative professional identities: Reconfiguring professional boundaries between nursing students and medical students. Academic Medicine, 90(6), pp.732-737.
• the-classroom.org.uk 2010, Equality Act 2010, Available at: http://the-classroom.org.uk/the-big-picture/the-drivers/uk-law/the-equality-act-2010/ [Accessed on: 29 May 2019]
• Vähäsantanen, K., 2015. Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and teacher education, 47, pp.1-12.
• www.csie.org.uk 2018, Centre for Studies on Inclusive Education: supporting inclusion, challenging exclusion, Available at: http://www.csie.org.uk/inclusion/equality-act-2010.shtml [Accessed on: 29 May 2019]
• www.et-foundation.co.uk 2019, Professional Standards for FE Teachers, Available at: https://www.et-foundation.co.uk/supporting/support-practitioners/professional-standards/ [Accessed on: 29 May 2019]
• www.gov.uk 2010, Equality Act 2010, Available at: https://www.gov.uk/guidance/equality-act-2010-guidance [Accessed on: 29 May 2019]
• www.gov.uk 2019, OFSTED, Available at: https://www.gov.uk/topic/schools-colleges-childrens-services/inspections
• www.legislation.gov.uk 2006, Safeguarding Vulnerable Groups Act 2006, Available at: https://www.legislation.gov.uk/ukpga/2006/47/contents [Accessed on: 29 May 2019]
• www.legislation.gov.uk 2010, Equality Act 2010, Available at: https://www.legislation.gov.uk/ukpga/2010/15/contents [Accessed on: 29 May 2019]
• www.legislation.gov.uk 1998, Data Protection Act 1998, Available at: https://www.legislation.gov.uk/ukpga/1998/29/contents [Accessed on: 29 May 2019]

Introduction

Reflection in teaching is referred process where the teachers think about their teaching practice by analysing how they have performed their responsibilities and activities that can be changed or improved to ensure better learning outcomes among the children or students. In this reflective account, the way equality and diversity along with positive behaviour in education can be promoted is to be discussed. Later, the flexibility and adaptability in inclusive teaching are to be explained.

Explaining ways and importance of promoting appropriate behaviour and respect for others (AC 4.1)

The appropriate behaviour and respect in the classroom can be developed by me as the teacher by showing examples of good practice to the students and by abiding with the responsibilities allocated to me. This is because examples of good practice help the students understand the way they are to behave and react to show respect (Baines et al. 2016). Moreover, when the teachers abide by their responsibilities fewer issues such as discrimination, harassment and others are created that would have diverted students to show disrespectful behaviour (Hew, 2016).

The appropriate behaviour and respect can be promoted by me through self-control and politeness. This is because self-control and politeness would help me to make react positively and calmly with the students which would help me to show value towards them, in turn, making them respect me (Kumar et al. 2015). Further, I think that through cooperation appropriate behaviour and respect can be promoted. This is because cooperation would help me as a teacher to understand the reason behind inappropriate behaviour of the student as well as provide them resources along with assistance from my side to help them build positive behaviour. I think of promoting positive behaviour and respect through empathy and trust building. This is because empathy would help me led the student understand that I understand their pain and problems which would make them feel valued out of which they would be able to show respectful behaviour.

The promotion of good behaviour and respect for others is important activity of the teachers as it helps to create a suitable environment where the students can study and work in an appropriate manner. Moreover, respectful; behaviour of the student make them socially acceptable and be noble citizens in society (Ruzek et al. 2016).

Explaining ways for promoting equality and value diversity (AC 4.2)

Equality and value diversity can be promoted by treating all the students in the classroom without any discrimination. This is because it would help me to manage the students in a fair manner that would lead them the individuals to feel valued and respected by me. I also wish to promote equality and value diversity by creating an inclusive culture for all the students. This is because in inclusive culture all the individuals irrespective of their protected characteristics are provided equal opportunity to participate in the classroom to showcase their talent and execute activities (Elton‐Chalcraft et al. 2017). Further, I wish to promote equality by letting all the students have an equal opportunity to fully participate in the class to learn any information and subjects in an effective manner. This is because in this way all the important resources by any students can be easily available to them, in turn, ensuring equal ability to perform and grow in educational life.

I would promote equality and value diversity by allowing all the students to develop at their best and avail full potential to perform in life. Moreover, to help them achieve equal potential I would offer each student the ability to develop skills required by them to challenge inequality and discrimination in studies. This is to be done by assessing and identifying the skills each of the students based on which I would plan regarding the resources and help required by them to develop their skills at par with others. Further, to promote equality I would make sure that any learning material provided to the students does not show any discrimination in information based on the individual or the group. This is because discrimination in the learning material as per groups or individuals would provide an advantage to one student over the others showing unequal treatment (Thompson, 2016). In order to promote equality and value diversity, I am going to ensure that all the policies and processes related to equality are evidently maintained to manage the students in a non-discriminative manner.

Summarising flexibility and adaptability in using inclusive teaching

According to my own teaching experience, I feel that adaptability in using inclusive teaching can be ensured by the teachers by self-educating them and accessing training to understand the way they are to fulfil responsibilities and execute roles in the area of teaching. This is because training and self-education lead the teachers to develop additional skills required by them to get adjusted to any new form of teaching (Bentley-Williams et al. 2017). The flexibility in using inclusive teaching can be attained by the teachers by forming negotiation with groups and individual behaviours to manage students. The adaptability and flexibility in use of inclusive teaching can be attained by the teachers by being responsive to the needs of any nature of students.

Conclusion

The above discussion informs that positive behaviour and respect from the students can be developed by the teachers by keeping self-controlled behaviour, remaining polite, building trust and others.

References

• Baines, E., Blatchford, P. and Kutnick, P., 2016. Promoting effective group work in the primary classroom: A handbook for teachers and practitioners. London: Routledge.
• Bentley-Williams, R., Grima-Farrell, C., Long, J. and Laws, C., 2017. Collaborative partnership: Developing pre-service teachers as inclusive practitioners to support students with disabilities. International Journal of Disability, Development and Education, 64(3), pp.270-282.
• Elton‐Chalcraft, S., Lander, V., Revell, L., Warner, D. and Whitworth, L., 2017. To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education. British Educational Research Journal, 43(1), pp.29-48.
• Hew, K.F., 2016. Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), pp.320-341.
• Kumar, R., Karabenick, S.A. and Burgoon, J.N., 2015. Teachers’ implicit attitudes, explicit beliefs, and the mediating role of respect and cultural responsibility on mastery and performance-focused instructional practices. Journal of Educational Psychology, 107(2), p.533.
• Ruzek, E.A., Hafen, C.A., Allen, J.P., Gregory, A., Mikami, A.Y. and Pianta, R.C., 2016. How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, pp.95-103.
• Thompson, N., 2016. Anti-discriminatory practice: Equality, diversity and social justice. Macmillan International Higher Education.