Reflect on the Educator’s Role - Assessment 3

This report reflects on the roles of an educator, the relationship between learning environment and roles of educator as stated in code of ethics, and three learning points. It includes examples and references.

Assessment 3: Reflect on
the Educator’s Role

Table of Contents
Introduction......................................................................................................................................3
Main Body.......................................................................................................................................3
Reflection on roles as an educator..........................................................................................3
Relationship between learning environment and roles of educator as stated in code of ethics4
Three learning points..............................................................................................................6
Conclusion.......................................................................................................................................6
References........................................................................................................................................7

Introduction
Teachers play a vital role in ensuring good quality of learnings that can be provided to
students or relative individuals at the workplace (Billett and et. al., 2019). The provided report
document will guide better workings at the workplace with an evaluation of reflections over roles
as an educator, relationship between learning environment and roles of educator as stated in code
of ethics. In addition to this, effective three learning points would be taken into consideration
that was being obtained during the module coursework.
Main Body
Reflection on roles as an educator
The educator plays an important role in shaping better directions of efforts for which
proper guidance of knowledge is to be provided to individual learners. I as an educator have a
variety of responsibilities and roles that are to be played within practicum experience including;
transitions and activities as well as routine care for children (DeLuca and et. al., 2021). Being
guided by our supervisor, I with my team were asked to not waste our time and complete the
PAS i.e., Practicum Attendance Sheet before 3 March. This will allow me to gain some buffer
time before the actual practical assignment began and will direct the effective flow of activities
towards the completion of desirable goals and objectives.
While being in the task, I was engaged towards the completion of multiple tasks which
included performing routine care for children. I felt very delighted for being nominated for the
stated task. I think the respective task that was performed by me plays a crucial role in guiding
coordinated efforts towards the attainment of social goals and objectives within society. I got to
know that there are several beliefs, values and assumptions that are inherited in a human being
that guides a better course of action when being engaged in a variety of tasks. One of my
responsibility that was also highlighted by my supervisor was to wear a mask when being
indulged in on-field operations. In addition to this, my role of providing effective childcare
activities was also bounded with the responsibility of completing 72 hours for 9 days of
operations. This was something that was covered under the following of business ethics and
provided a glimpse of professional standards that is to be maintained.
There were noticeable changes that can be observed after the practicum experience which
included the building of proper work ethics, the establishment of professionalism and relating

theoretical knowledge with its practical implementations. Being indulged under the process
effective terms were being established for which better understandings were being made that
related to coordinated business tasks. I got to know that there is a wide gap between theoretical
and practical undertakings. The reason is due to the presence of both external and internal
business factors under the functioning environment of the firm. Such changes were being
welcomed by me on a positive note that enhanced my abilities and relative capabilities when
being engaged in a variety of workplace tasks.
Relationship between learning environment and roles of educator as stated in code of ethics
3 Statements from the
Code of Ethics that spell
out an educator’s
professional
responsibilities &
obligations towards
children
Does the learning
environment (physical,
temporal, or
psychosocial) in the
attachment class show
that the professional
responsibilities and
obligations are met?
Indicate Yes/ No/
Somewhat
What roles does the
educator play in shaping
the learning environment
(physical, temporal or
psychosocial) that affects
the fulfilment of the
responsibilities and
obligations as mentioned in
the 3 statements.
Substantiate your views
with examples.
1. Creating and maintaining
a healthy and safe
environment that supports
children’s learning.
YES In this statement role of the
educator was integrated with
developing a professional
standard for which elements
of safety and health are
maintained while engaging in
the learning task of children.
For the purpose being
effective measures relating to
COVID-19 was being taken
into consideration that

includes maintaining
appropriate social distancing
guidelines and wearing of
mask for the safety of me as
well as other individuals.
2. Sharing of the most
knowledge to children
YES For this better scope of
providing knowledge by
mentor or educator to learners
can be taken into
consideration. This would be
guided through engaging
children in various learning
activities. When being
engaged in the practicum
experience effective sharing
of relevant knowledge and
information to children is
being taken into
consideration.
3. Recognising children’s
community, culture and
society
YES Under this better
understanding is being made
with respect to recognising
culture, community and
society to various children. I
was engaged in a variety of
such activities for which tasks
aimed at the attainment of
social objectives was also
being taken into
consideration.

Three learning points
The three learning points and substantiate that can be obtained drawing on practicum
experience includes; effective communication, teamwork and workplace ethics. Such learning
substantiates and points derives effective measures on the basis of which effective learnings
could be gained by an individual learner (Foong, Binti and Nolan, 2018).
 Effective communication: Drawing on instances from my practicum experience, I was
engaged in a variety of activity tasks for which my communication skills were being
enhanced. For instance, effective teaching is to be provided to various children and
deliver to them with effective measures of social welfare (Foong, Nor and Nolan, 2018).
 Teamwork: Taking the instances of experience of practicum experience, I learned the
practice of effective team workings. In the process, being groups were being formulated
that were dedicated to the completion of workplace tasks and delivering appropriate goals
and objectives of the business firm. Furthermore, team tasks were divided by our
mutually decided leader and appropriate tasks were being performed that coordinated
with the attainment of desired objectives for the team (Oh, 2019).
 Workplace ethics: On the basis of practicum experience that was performed by me
effective learnings with respect to workplace ethics were being taken into consideration.
This is inclusive of formulating effective standards on the basis of which workplace
ethics was being taken into consideration (Weber and et. al., 2018).
Conclusion
From the analysis of the above report document, it can be concluded that tutor reflection
plays a vital role in engaging coordinated approaches for career development opportunities. It
can be said that through reflecting on past experience gained at the coursework productive basis
of future career goals and objectives can be ascertained. This includes a term on the basis of
which dedicated objectives were being made that guided effective terms of approaching a task
given.

References
Books and Journals
Billett, S., Newton, J., Rogers, G. and Noble, C. eds., 2019. Augmenting health and social care
students’ clinical learning experiences: Outcomes and processes (Vol. 25). Springer.
DeLuca, C., Searle, M., Carbone, K., Ge, J. and LaPointe-McEwan, D., 2021. Toward a
pedagogy for slow and significant learning about assessment in teacher
education. Teaching and Teacher Education, 101, p.103316.
Foong, L., Binti, M. and Nolan, A., 2018. Individual and collective reflection: Deepening early
childhood pre-service teachers’ reflective thinking during practicum. Australasian
journal of early childhood, 43(1), pp.43-51.
Foong, L.Y.Y., Nor, M.B.M. and Nolan, A., 2018. The influence of practicum supervisors’
facilitation styles on student teachers’ reflective thinking during collective
reflection. Reflective Practice, 19(2), pp.225-242.
Oh, L.B., 2019, May. Goal setting and self-regulated experiential learning in a paired internship
program. In Proceedings of the ACM Conference on Global Computing
Education (pp. 239-239).
Weber, K.E., Gold, B., Prilop, C.N. and Kleinknecht, M., 2018. Promoting pre-service teachers'
professional vision of classroom management during practical school training: Effects
of a structured online-and video-based self-reflection and feedback
intervention. Teaching and Teacher Education, 76, pp.39-49.