Diploma in education and training

Traditionally the role of the teacher has been as a source of information and trusted to be the well of all knowledge. This means that the teachers are the one in control of passing of the knowledge onto passive students. Role, responsibilities and boundaries are key part of a teacher’s role as an educator, which are used within the assessment framework of a teacher. In each profession there are responsibilities to adhere to. Responsibilities are important as this will allow personal and organizational objectives to be met. Those with responsibilities are accountable to their functions.

Roles of a teacher is often mistaken as to just conveying knowledge. But it also includes being a role model. Which mean listening and giving them a positive impact. As a teacher you should be able to overcome any problems in a positive way that may arise. Why do teachers need skills to teach: Teachers need skills to teach to ensure competency in teaching and to make the session interesting. Teaching Skills prevents confusion, To enable the teacher to understand individual differences in learning Teaching skills are these acts UT together to enable students to receive knowledge in a process made easier by the teacher.

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Essential skills are needed, be able to listen what the students are saying to unable you to acknowledge what the students have understood. You have to be able to advice your students accordingly, guiding them through e. G assignment writing. Able to provide support (support on finding a job e. G. Going through their cover letter and c.v.) Asking open ended or closed question. Negotiate with student on deadlines of assignments, motivating by giving praise allow them to view the bigger picture after succeeding.

There are 5 parts the training cycle: Identify the needs of planning-before planning the lesson you will need to identify the learning objectives for the class Designing-by designing lessons that focus on that students activities including listening, directs instruction, reading, writing, discuss, illustrating, conducting experiments etc. Teachers can create an interesting mix of activities that are likely to have high participation levels. Facilitating-facilitated learning is to encourage students to take control of their own learning. Assessing-students assessments are evaluating students wrought learning assignments, exams and portfolios.

Evaluating-The purpose of assessment and evaluation is to inform teaching and promote and encourage learning to promote individual growth. Guidelines are to help managers and tutors of essentials skills to understand assessment process. Types of assessment Initial assessment Learners have to undergo an initial assessment process will allow you to know the learners skills and if they are competent against the national standards the initial assessment process determines what level the student is working at. Core skills basic key skills builder (BBS) Identify

Responsibilities of a teacher: Motivating pupils with enthusiastic, imaginative presentation Keep up to date with changes and developments in the structure of the curriculum Preparing and marking work to facilitate positive pupils development Professional yet sympathetic towards students needs Generous with advice and guidance Partial and promotes equal opportunities teacher should have the ability to deliver the subject of their passion in an interesting, clear and concise manor. Have to be able to recognize student’s weaknesses, and be able to plan a strategy to help with that.

Adjusting their teaching styles to meet each students needs Completing attendance cards The students should be given help to find work and teachers to contact appropriate agencies for work, work placement, or apprenticeships. Making an effort to know each student by carrying out one to one tuition asking the students what they may need help on, or how they finding the work so far. 1. 2 Summaries key aspects of legislation, regulatory requirement and codes of practice relating to own role and responsibilities I as a teacher always have to protect myself in the best way, to do this I have to follow the rules of the code reactive.

Being a teacher makes me automatically an example for my students. Therefore I must not discriminate, abuse, dress appropriately, and not be late and messy. In my case as a beauty therapist teacher I would have to set up the classroom, in a way were my students are happy to learn in this environment would also do my make up well, to set a great example for my students. This code of professional encourages professional behavior for member of the college. This is guidance as to how to be a good teacher. The code of respect for the individual learner, the standards needs to be set high.

I also must be dedicated to my own professional learning. I always try to expand my skills as a teacher. Here some of the most important legislations that needs to be followed with in order to be a good teacher. Confidentiality and data protection act (1 998): This is very important legislation for a teacher. Learners explore situations where confidentiality has been broken and recommend solutions. I may need to assess the level of understanding the learners have about confidentiality before starting the activity. Old need to have a discussion with each individual student, to ensure and understand the concept. As a professional teacher, I will not share ant information regarding my students unless the situation requires it. I’ll do my best to keep safe the information they are sharing with me and to gain their trust, if they will trust me then they will feel comfortable in my classroom. Data protection Act (1998): This gives the right to know what information about you is held by colleges. It also sets down rules for colleges about how they handle the personal information.

This guide provides a summary of what rights the data protection act gives you. However large or small is at risk under protection act. Any information I hold about my students, even if it is just a name or address, is covered by the act, and a breach can have a serious consequences, that can include criminal prosecution, fines, regularly, interventions and reputation damage. The education and inspection Act (2006): This allows all teachers to impose disciplinary penalties for appropriate behavior and gives head teachers the power to control the behavior of pupils outside college.

To such an extent as it is reasonable. This allows for bullies who wait after college to be punished by the college. It is particularly useful in relation to cyber bullying. In certain circumstances it allows colleges to confiscate mobile phones. The equality Act (sexual orientation Regulation) (2007): This act will be useful to me if I am trying to prove that a teacher, student, senior management, has discriminated against me because of real sexual orientation.

The equality act makes discrimination against someone for their real or perceived sexual orientation illegal in the provision of goods, services and facilities. It very clearly defines discrimination and includes direct discrimination and indirect discrimination in its policy. Section 13 of the sexual orientation regulations says that all students have equal rights to education regardless of their real or perceived sexual orientation.

The gender equality duty (2007): Under the gender equality duty, all public authorities must demonstrate that they are promoting equality for women and men and that they are working to eliminate sexual discrimination and harassment. Me as a teacher is protected under this law if I was to experience and sexual harassment or discrimination. The Gender Equality duty also includes protection for those who “stray”‘ from Gender norms, as it is about recognizing that girls do not have to behave in theoretically feminine ways to be girls and boys do not have to behave in stereotypically masculine ways to be boys.

The duty also notes that homophobia in college setting restricts the implantation of this duty. The Human Rights Act (1998): The Human Right Act outlines the rights of all the people in the UK. In regards to homophobic, transportation, and sexist bullying, the rights include the right to respect for private and family life, freedom from discrimination, and the right to education. The Human Rights act is another policy that requires your college to respect and value all its students.

The school inspection act (1996) The school inspection act provides the guidelines for school or college inspectors. It is the inspector’s duty to report on the quality of education and the spiritual, moral, social and cultural development on the students in college. If the college teach fails to enforce the law or actively support a safe learning environment for students, should inform the inspectors about it so that it can be included in their reports.

The Universal Declaration of Human Rights (UDDER) (1948): While the UDDER has no legal force and is not actually a law as such its moral rower is immense and it is the reference point from which all UK equalities legislation stems from. It is based on four freedoms: Freedom of speech Freedom of belief Freedom of fear Freedom from want It is based on the idea that human rights are available to everyone by virtue of simply being human, that they cannot be taken away from you and that all rights are interdependent and indivisible i. . You cannot remove one right without it affecting another. This is why it is important to fight of other people’s rights even if you not personally affected. The education act 1996 is an important step in implementing the government’s education reform programmer and helping to create and education system that delivers ever higher standards for all students. This act allows voluntary colleges to carry on unchanged, but established a system of “school boards” to build and manage schools in areas where they are needed.

The children’s act (2004) was designed with guiding principles in mind for the care and support of children these are: To allow children to be healthy Allowing children to remain safe in their environments Assist children in their quest to succeed help make a contribution, a positive nutrition, to the lives of children. Help achieve economic stability for our children’s future.

The children’s act (2004) also deals with children’s trust, that have been set up independently of health and social services and other government agencies as a means of introducing not only between agencies but between teachers, parents, guardians and children alike who would normally be dismissive of intervention from outside sources. In addition to this the children act (2004) also made for a children’s fund, this fund is designed to aid people in poverty and financial hardship felt by underprivileged children or children who’s family’s financial circumstances leave them disadvantaged.

The idea of children’s fund is to ensure that children between the ages of five and thirteen are in regular attendance at school. The fund also helps reduce crime carried out by children between these ages and try, where possible, to ensure that these children have the best possible start in life. The children act (2004) is required by law to be carried out the fullest in order to ensure and provide the best and most accurate levels of care and protection. Health and safety act (1974): The main piece of legislation affecting the management of health and safety in educational establishment across all sectors is the health and safety at work.

This act provides a framework for ensuring the health and safety of everyone who may be affected by work activities e. G. Students and visitors to colleges including parents. However keeping safe and health should be a priority of everyone at college setting. Therefore, health and safety must be particularly considered when undertaking activities within outdoor environment, where features and conditions are continually changing. If the college I work in visits offset location with the students the educational visits journeys policy must be followed by.

The health and safety act (1974) is applicable to all places of work; including colleges. It outlines employers and employees responsibilities and covers a wide range of areas including: Risk assessment Emergency procedures contingency Training and equipment Personal protective equipment (APE) First aid requirements Welfare provision Reporting and recording The general objectives of the health and safety act are that employers should secure the health, safety and welfare of all persons at work and protect others from the risks arising from workplace activities.

In my case as a beauty therapy coacher i would protect my students such as: A safe environment with welfare facilities A safe place of work with safe access The necessary training, information, instruction, and supervision. Making sure my students clean their work stations. Safe handling, storage and maintenance. Ensure the floors clean so none slips/trips or put a wet floor sign. 1. 3 Analyses the relationships and boundaries between the teaching role and other professional role There are professional boundaries that have been set in every industry.

It is important to not over step the boundaries. An example – A hone call to an absent student, asking if he/she is alright and why they haven’t come in, this has to be recorded, but making regular calls to a student in inappropriate, it is important all students receive equal amount of learning experience. Each organizational requirement is different and vital to follow them. All members should be alerted of confidentiality; also companies do have the right to refuse to take part in any form of research. Privacy should also be monitored during meeting discussing specific clients or respondents.

Data such as name, address, phone number should only be kept if the company has plans o make a follow up phone all or via email. Keeping records in an educational setting is an important tool used for both teachers and students. The records allow the teachers and learners room for any effective changes to view learning objectives. Records indicate whether pupils need help and what has been taught, and are making sufficient progress with the course, who’s ready for extensive work or who may need more help to improve progress, and whether teachers can change any aspects of their teaching by assessing SUccess.

Everything taught should be standardized, standardization is the process of developing ND implementing the criteria set. As a teacher records that are kept of students should be maintained because each student progress at different stages should be recorded. In this section I will begin to consider my work in the lifelong learning sector, as we have seen above it is a much more diverse sector than the colleges sector. However lifelong learning is to promote inclusion whilst raising the standards of adult education after the current school leaving age of 16. Feeling learning refers to learners in sixth form education right through to adult learning in community based setting. The variety of learners and the skills and abilities of those learners presents a range of challenges for me as a teacher getting into this profession is important to understand what these are. It is also important for me to understand what is expected as a teacher in this environment and what this role is as well as what their responsibility are to my students.

Teaching staff are required to maintain professional knowledge and skills particular to their subject area under the direction of the college’s strategic plan and annual action plan. So in my case I have to be qualified as a beautician. A staff is expected to eek and access external professional learning opportunities, with the assistance of the relevant coordinator. Where appropriate staff is encouraged to formally report back to members of staff (e. G. Workshop presentations during internal professional learning programmer) who would benefit the professional learning session also.

Internal professional learning programs require staff attendance and participation. Part time staff is to attend internal professional learning on at least a pro-rata basis, but are advised to consider the needs of their learning areas. These include the protection and safeguarding of young people so hat no money or gifts are exchanged and that they are not subjected to any form of abuse. All data regarding that child should be treated in confidence in accordance with the data protection act 1998.

Whilst there many similarities between the rules that govern professional working in the teaching profession and other professions, the relationship with the student and the teacher is one that is specific to teaching and should bare in mind. In addition to these boundaries there are also those that exist between them and any other professionals they may be working with. It is important to set out each individuals aims and objectives as well as the remit within which they are working with regards to the learner.

This is so that there are confliction between the aims of the teacher and any other professionals and that the learner remains supported as much as possible. In order to meet the needs of learners it is important that an initial assessment is carried out and the level and abilities of the learner are identified. This assessment may reflect the fact that they require additional support for learning difficulties or because they require translation as English is an additional language for the student. In the event that the student may benefit from internal or external support an appropriate referral may be put made.

Once the referral has been made it is up to the relevant department to complete their own assessment and meet the student. In addition to providing a supportive learning environment the teacher should also provide one that is safe. This might mean that there is access to fist aid but also that any student that requires aids to help them access their learning is given the resources they need. This might mean that they are able to access the room, which would require a risk assessment of their needs. It also means that they must be sat in a specific location in the room because of a visual impairment.

Most of this can be assessed prior to the commencement of the course although there will be occasions when additional requirements are realized throughout the course and the teacher must be prepared to respond to these. It is also important that the student is able to feel that they can discuss their concerns in a safe environment and that will show compassion and understanding. If I am self-reflective, the students will communicate a lot more, which ultimately encourages and supports the learning environment.

Having appropriate behavior and respect is important in enhancing the classroom environment and ensuring that everyone within it treated fairly and equally. Poor behavior makes an uncomfortable learning environment for students and also the teacher which does not support learning. The root of problematic behavior usually lies in low motivation and so praising and reward may avoid these problems. Identifying the learner’s needs and ensuring that they are met will usually keep behavioral issues at bay, role modeling is the most appropriate behavior and pointing out examples of disrespectful behavior will help manage the problem.

It may be also beneficial to lay some ground rules so that both the learner and the teacher are aware of what is expected. 5. 5 However equality and diversity can be promoted by identifying the boundaries and barriers of students, which should be supervised till the end of the course. This will also benefit the learning experience as a group and help overcome the boundaries this will give an identity to every learner. Each learner is different due to their previous experience, and so teaching has been designed to meet individual learners needs, where different strategies has to be used to promote inclusive learning.

All the factors like gender, age, religion and other social needs have to be taken into account to promote diversity. All learners should be given equal rights to participate in all activities regardless of age, sex, religion and race. As a beauty therapy teacher I have to identify the various needs of learners, through assessments and monitor their performance throughout the course. Additional time has to be taken to teach a new concept in several ways, allowing greater understanding. I should be committed to educate each student to the maximum extent.

Students with special educational needs would be provided with support services in the same class as the other students rather than isolating from normal students. All students regardless of physical and special needs will be in regular classroom where different teaching styles are practiced to include every student, for example, body language, facial expression, large fonts etc. Equality: is making SUre that every student is treated in the same way and their needs are met in different ways. All learners are entitled to education according to their needs, regardless of any difference.

Diversity: is valuing individual differences, regardless of age, sex, religion, race, nationality etc. As a beauty therapy teacher, I have to recognize the differences and also the reality that all students do not learn in the same way. Teaching in a diverse group of students needs monitoring student’s progress, and responding to student input. The cultural backgrounds, interpersonal relationships, sociability and expectations from every learner have to be taken into account, as each individual brings with them diverse perspectives, work experience, life styles and cultures. . 4 Describe points of referral to meet the needs of learners would ensure the course documents take into consideration the individual deeds of the learner, e. G. Initial assessment, scheme of work, LIP and ALP. I would provide a suitable learning environment conducive to learn with. Regards to layout and accessibility, I would include various styles of learning throughout teaching. Ensure the booking form has sections included to highlight any special needs. I would provide teaching resources that are accessible for all learners.

I would do my most to include provision to ensure learners that may require additional resources have access to the information and the resources. I would ensure that any assessment was fair and would not discriminate against any earner. Ensure diversity is included with my teaching, making reference and using examples from variety of cultures, religion and traditions. However inclusion is about supporting learners needs, it is not always possible for teachers to do this without support themselves.

I am aware of my limits and my responsibility and know when and where to access support both myself and my learners. If you have a line manager, they should be your first point of contact of referral. If you have team meetings or contact with other teachers, your colleague’s may also be able to help through their own previous experiences. Support may be available in the college I will teach in, through learning support department or from skills for life specialist.

Some colleges have specialist resources for supporting disabled learners or may be able to provide a learning support assistant. It may be appropriate to refer a learner for an information, advice and guidance (GAG) session either within colleges or to an external organization. Advice and guidance (GAG) services have a vital role to play in delivering the skills strategy. They promote the benefits of learning, helps individuals to address and overcome the barriers to learning, and support hem in making realistic and well informed choices.

GAG will play a key part in government policy to offer individuals an entitlement to learning to secure a first full level 2 qualifications. It is a key feature of the employer training, which is continuing to develop. The National Employment panel review on aligning skills training and labor market support activities, is identifying GAG, as an important area for joint working between the learning and skills council and job centre plus. Users of GAG services are entitled to a high standard of delivery wherever and however they access GAG services.

The government wants all providers of publicity funded GAG services to adults to demonstrate their commitment to high standards of delivery, by achieving accrediting against the matrix standard. It is vital to our future success that everyone should have access to information which is up to date, easy to understand and which addresses the wide range of questions and concerns people have about engaging in learning and skills development. Some people will need advice to help them overcome their barriers to learning.

The government cannot achieve this alone, some adults get carriers advice through their employers. There are many private career consultancy firms roving guidance commercially, and we welcome the work of the private sector to make available GAG for them. The government’s efforts and investment of public funds should focus on those who need the most help, and who are least able to pay for. We believe that GAG services are central to achieving our goal of supporting people to achieve the qualifications necessary for basic employability, and for progression to further learning.

However specific learning difficulties outreach and support centre offer colleges guidance and support in meeting the needs of the students with server literacy difficulties and dyslexia. Specialist students, either by the college directly or education psychology service. My role involves teaching beauty therapy from the ages of 16 plus within a college; I have made a point of becoming involved with my colleagues and discussing individuals on a one by one basis, I discuss the process, grades and how applicants have done functional skills.

I question the recruiters on additional learning needs they may have highlighted, or and concerns they may have I will then record this information for my own use. When I am within the classroom environment I take care to be alert to any signals that may indicate any additional learning needs that may have been missed by the recruitment process or by my discussions with the recruiters. Indicators could be low marks in mock tests, disruptive and distractive behavior, straining to see.

If additional learning needs are highlighted will help to find any resources available to meet these needs such as the inspiration software to help with projects, I will also signpost any agencies to get any outside help if feel I cannot meet there needs, for example the British Dyslexia association. I always make sure that a student has my total support and understand also that they do not feel like they are a special ease, I feel that it is important for the student to have trust in me and feel that am approachable.

Once the induction process is started my role is to inform the students of the course syllabus I will cover the health and safety aspect and explain the emergency procedures, I will also explain my role what will be expected of students. Each member of the team will do a short presentation explaining their roles and responsibilities, and questions from the students will be welcomed throughout. As a beauty therapy teacher have to understand individuals group motivation, rate and safe, supportive and stimulating learning environments that promote positive social interaction and active engagement in learning.

I establish, communicate and maintain clear expectations for student learning and behavior and provide explicit feedback on appropriate behavior. I would also provide behavior management strategies in a fair, sensitive and consistent manner, and know when to seek advice on matters associated with student learning behavior. I would make sure to assist students to assume responsibility for themselves and behave responsibly towards others, participate in decision asking, work independently and feel safe to risk full participation in learning.

However it is important to foster a learning environment in which students feel safe, relaxed, and willing to take risks, especially for learners who may have had a negative experience in classrooms environments. Student often describe supportive learning environments as expanding their sense of family and enhancing their self esteem, which, when combined with increased literacy skills, helps students take more chances in pursuing their goals. The adult education classroom can play important role helping students build stronger and larger networks.

Classrooms provide students and staff with friendship, skills and contacts beyond their immediate communities. Intentionally building networks in the classroom can create meaningful, supportive relationships among students and teachers. As a beauty therapy teacher I would use pair work, as well as small group and whole class activities, beginning the first day of the class to help students get acquainted, and I would provide ongoing opportunities for students to form connections with students they don’t interact with as frequently in the classroom. This will allow students to share about their backgrounds and cultures.

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Diploma in education and training. (2018, May 26). Retrieved from https://graduateway.com/diploma-in-education-and-training/